2018 WERA World Congress: Cape Town 3 August – 5 August 2018 The Westin Grand, Cape Town, South Africa

Reimagining World­wide Education Research

#wera2018 | www.wera2018.co.za | [email protected] TABLE Thank OF you to our Main CONTENTS Sponsors

About WERA 4 Regional Partners 4 Welcome Letters 5 Council Roster 6 Keynote Speakers 7 Opening Plenary 10 Closing Plenary 10 Pre Conference Workshops 11 Supporting the Local Community 13 Poster Awards 14 Conference Programme Overview 14 Session 1 15 Session 2 35 Session 3 54 Important information 66 The Westin 66 Wifi Connecton 67 Layout of the Venue 68

Page 2 Page 3 welcome Dear WERA Congress Attendees, On behalf of the World Education Research Association (WERA), we are pleased to welcome you to the 2018 WERA World Congress in Cape Town, South Africa. The theme of the Congress, “Reimagining Worldwide Education Research,” is particularly fitting at a time when reimagining is so essential across the global North and South. With the WERA Secretariat located in South Africa, convening this Congress in Cape Town was the perfect location to foster a worldwide conversation and connect education research scholars and students. We want to extend a special thanks to Programme Co-Chair and WERA Secretary General Liesel Ebersöhn for embracing the vision of a Congress and investing in its success. We also want to The World Education Research Association (WERA) is an association of major national, regional, and international specialty thank the staff of the WERA Secretariat and the local organizers of the World Congress for their dedication and hard work in bringing research associations dedicated to advancing education research as a scientific and scholarly field. WERA undertakes initiatives this meeting to fruition. The substance and collegiality of the Congress flow from the energy and engagement of our South Africa that are global in nature and thus transcend what any one association can accomplish in its own country, region, or area of “family.” On behalf of WERA, we are deeply appreciative. specialization. Member associations work together to address such issues as: We also thank the keynote speakers for their commitment and all contributors for their carefully prepared submissions and presentations. And last but not least we thank the American Educational Research Association (AERA), the National Sun Yat-sen zz building capacity and interest in education research, University. Taiwan, and the International Association for the Evaluation of Educational Achievement for their generous support of zz advancing education research policies and practices, and the Congress. zz promoting the use and application of education research around the world. WERA was established in 2009 as an international association of major national, regional, and specialty education research associations dedicated to sharing scholarship, developing networks, mutually supporting capacity building, and promoting the use and application of education research around the world. WERA aims to undertake initiatives that are global in nature and WERA MISSION AND GOALS thus transcend what any one association can accomplish in its own country, region, or area of specialization. A key goal of WERA The World Education Research Association (WERA) is an association of national, regional, and international specialty research is inclusiveness, and we pursue extensive outreach to add to our community of members. WERA also includes individual and associations aimed at advancing education research as a scientific and scholarly field. WERA was founded on April 18, 2009 in institutional member affiliates. San Diego, California, when representatives of the member associations officially approved its establishment in accordance This Congress is one of the many fruits of WERA programming. Each year, WERA holds a “focal meeting” that is integral to the with the mission and articles set forth in its proposed constitution. conference of a member associations. In 2018, we are holding this special Congress both to expand our emphasis on papers, symposia, and poster sessions of worldwide relevance and also to encourage you to help shape the direction of future WERA programs, initiatives, and events. We look forward to your participation and also to your joining with us at informal moments and meetings to contribute to the next phases of world education research. WERA’s commitment to inclusivity and to capacity building for the next generations leads us Regional Partners to see “reimagining” as a collective and collaborative process. We thank you for attending. We hope that this conference opens new horizons for you and the field of education research in the University of Limpopo years ahead. Felice J. Levine WERA Past President - Programme Co-Chair | Ingrid Gogolin WERA President University of Northern Cape National University of Lesotho University of the Witwatersrand University of Swaziland Dear WERA Congress Attendees, University of Johannesburg University of Fort Hare The World Education Research Association has become synonymous with a key message of globally linked capacity to the benefit Nelson Mandela University University of South Africa of education. This connectedness to enable knowledge that matters for education world-wide has a decidedly interpersonal interface. And nowhere is such social connectedness as evident as during annual WERA Focal meetings, WERA symposia at University of the Free State Cape Peninsula University of Technology association meetings, and now: at the 2018 WERA World Congress in Cape Town, South Africa. In fact, in the Secretariat and in communique to the WERA community, we often refer to the ‘WERA family’. WERA is a kinship of University of KwaZulu Natal Council for Quality Assurance in General and Further interlinked scholars in education worldwide. This image resonates with an Ubuntu philosophy that reimagines education from a Education and Training position of empathy and hope, as well as agency for equality in Southern Africa. University of Venda As Secretariat it was a privilege to connect with so many of you internationally and regionally in virtual ways in order to let this congress manifest in a southern tip of the Global South space. We are particularly appreciative of the munificence of the Programme Co-Chair and Immediate Past President Felice J. Levine in sharing capacity and connecting the dots to give life to an imagined world congress. Our Secretariat would be amiss if we did not acknowledge the exceptional work of our local organizer partners, as well as the meaningful participation of 19 Regional Committee members from 14 leading Southern African universities. It is our hope as Secretariat that the WERA World Congress will serve as platform to pool our joint world-wide knowledge and cultures on education knowledge. May this Congress extend the ethos of the WERA family to include many more familiar faces and insights regarding that which is the WERA footprint.

Liesel Ebersöhn WERA Secretary General Programme Co-Chair

Page 4 Page 5 Council of the World wera 2018 world congress Education Research Association keynote speakers (WERA) Prof Crain Soudien Chief Executive Officer of the Human Sciences Research Council South Africa Officers: KEYNOTE ADDRESS: FRI 3 AUG | 18:30 | BALLROOM EAST Crain Soudien is the Chief Executive Officer of the Human Sciences Research Council and Ingrid Gogolin, President: Mustafa Yunus Eryaman, President-Elect: formerly a Deputy Vice-Chancellor at the University of Cape Town where he remains an [email protected] [email protected] emeritus professor in Education and African Studies. His publications in the areas of social Felice J. Levine, Immediate Past President: Yuto Kitamura, Appointed Liaison: difference, culture, education policy, comparative education, educational change, public [email protected] [email protected] history and popular culture include three books, four edited collections and over 190 articles, reviews, reports, and book chapters, including a 2017 publication entitled “Nelson Mandela: Joanna Madalińska-Michalak, Vice President: Liesel Ebersöhn, Secretary-General: Comparative Perspectives of his Significance for Education”. [email protected] [email protected] He is also the co-editor of three books on District Six, Cape Town, a jointly edited book on comparative education and the author of The Making of Youth Identity in Contemporary South Africa: Race, Culture and Schooling, the author of Realising the Dream: Unlearning the Logic of Race in the South African School, and the co-author of Representatives of association members: Inclusion and Exclusion in South Africa and Indian Schools. He was educated at the University of Cape Town and UNISA, South Africa and holds a PhD from the State University of New York at Buffalo. Brazilian Black Researchers Association Korean Educational Research Association (KERA) Associação Brasileira de Pesquisadores Negros (ABPN) Mimi Bong, Representative: [email protected] He is involved in a number of local, national and international social and cultural organisations and is the Chairperson of the Anna Canavarro Benite, President: [email protected] Independent Examinations Board, the former Chairperson of the District Six Museum Foundation, a former President of the World Malaysian Association for Education (MAE) Council of Comparative Education Societies and had been the chair of the Ministerial Committee on Transformation in Higher American Educational Research Association (AERA) Ibrahim Ahmad Bajunid, President: [email protected] Education and is currently the chair of the Ministerial Committee to evaluate textbooks for discrimination. He is a fellow of a Barbara Schneider, Representative: [email protected] Multidisciplinary Education Research Association number of local and international academies and serves on the boards of a number of cultural, heritage, education and civil society National Association of Research and Graduate Studies on Education Asocición Multidisciplinar de Investigación Educativa (AMIE) structures. Associação Nacional de Pesquisa e Pós-Graduação em Educação (ANPED) Rocio Garcia-Carrion, President: [email protected] Geovana Mendonça Lunardi Mendes, Representative: [email protected] Netherlands Educational Research Association Title: The Politics of Learning: Working with Old and New Challenges and Opportunities in Cyprus Education Research Association (CERA) (Joint membership) Vereniging voor Onderwijs Research (VOR) our Schools (Official WERA Representative) Wilfried Admiraal, President: [email protected] Kemal A Batman, President: [email protected] Abstract: The purpose of this talk is to bring together what we now know about the multiple and different kinds of ‘politics’ Pakistan Association for Research in Education (PARE) involved in the process of learning in the modern school and to examine the implications of this ‘knowing’ for realising the promise Cyprus Educational Science Association (CESA) (Joint membership) Nelofer Halai, President: [email protected] of education. Why education has not yielded on its promise of making available to young people everywhere the opportunity (WERA Observer) Polish Education Research Association (PERA) for better lives and livelihoods is explained, regularly, in relation to what are understood to be the determinative factors present Huseyin Uzunboylu, President: [email protected] Representative to be appointed in particular contexts such as poorly prepared teachers, inadequate infrastructure, social poverty, cultural alienation and so on. Consejo Mexicano de Investigacion Educativa (COMIE) The argument will be made in this talk that these are not incorrect. They are, however, often insufficient. The talk seeks to put the Red Chilena de Investigación en Educación Chilena Teresa Bracho Gonzalez, Representative: [email protected] complexity of the learning process into its multi- dimensional and multi-political context. It seeks to draw from what we now know - Network of Researchers in Chilean Education (RIECH) about learning from psychology and social biology, on the one hand, to the insights that we have about the social factors involved Education Association of South Africa (EASA) Daniela Veliz, President: [email protected] in learning - ‘race’, class, gender, place, sexuality, culture, language and disability, amongst others - to make an argument for a wide Motlalepule Ruth Mampane, Representative: [email protected] Scottish Educational Research Association (SERA) understanding of how power works, about how it is activated and distributed, in what happens in the experience of learning. A Educational Research Association of Singapore (ERAS) George Head, Representative: [email protected] wider understanding of power, it will be argued, makes possible teaching and learning responses which understand better both Kam Ming Lim, President: [email protected] the individual learning subject and the larger social, economic and cultural ecology in which his or her learning efforts are made. Sociedad Española de Pedagogía (SEP) The contribution will use the South African context to illustrate how this complex politics works and how it produces complex European Educational Research Association (EERA) Gonzalo Jover, President: [email protected] outcomes of complex inequalities. Theo Wubbels, President: [email protected] Peruvian Educational Research Society German Educational Research Association (GERA-Germany) Sociedad de Investigación Educativa Peruana (SIEP) Hermann Josef Abs, Representative: [email protected] Patricia Ames, President: [email protected]; [email protected] Prof Eckhard Klieme Ghana Education Research Association (GERA-Ghana) The Swedish Educational Research Association (SWERA) German Institute for International Educational Research (DIPF) Jonathan Fletcher, President: [email protected] Sverker Lindblad, President: [email protected] KEYNOTE ADDRESS: SAT 4 AUG | 10:10 | BALLROOM EAST Hong Kong Education Research Association (HKERA) Taiwan Education Research Association (TERA-Taiwan) Prof. Dr. Dr. h.c. Eckhard Klieme has been trained academically as a mathematician and a psychologist, and is now a Full Professor of Educational Research at Goethe University, Winnie Wing Mui So, Representative: [email protected]; Ying-Yao Cheng, Representative: [email protected]; tera@mail. Frankfurt am Main, Germany. He also leads the Center for Research on Educational Quality [email protected] nsysu.edu.tw and Evaluation at the German Institute for International Educational Research (DIPF). His Japanese Educational Research Association (JERA) Turkish Educational Research Association (TERA-Turkey) research interests focus on educational effectiveness and quality of teaching, classroom Manabu Sato, Representative: [email protected]; Hakan Dedeoglu, Representative: [email protected] assessment, and international comparative educational research. Starting with TIMSS-Video [email protected] 1995 in Germany, Eckhard Klieme has lead several video-based studies on teaching in mathematics, science, and language education. He served as a consultant for national and international agencies and was involved in international Large Scale Assessment programs such as PISA, TALIS, and currently the TALIS Video Study.

Page 6 Page 7 Title: Teaching Quality - Theoretical foundations, effectiveness studies, and cross-national Title: Education’s Limitations and Its Radical Potential in a Global Society comparison Abstract: Sociologist and education researcher Prudence Carter’s keynote address will focus on the vexing problems of Abstract: Understanding the nature of teaching and its effects on student learning has been a key topic in the history of educational inequality and its existence within a wider ecology of economic, political and sociocultural relations in society. educational science. The challenge of educational research is to replace normative notions of “good teaching” by evidence-based Drawing on her research in schools in the United States and South Africa, Carter will take an interdisciplinary approach to theories of “successful teaching” (Berliner, 2005), developing concepts and measures of teaching quality that can inform teacher discuss the reproduction of educational, economic, and social disparities. In addition, she will offer research-informed insights training, professional development, and evaluation, while also taking into account cultural traditions in pedagogy. into new policy and practice directions for the realization of education’s radically inclusive potential. Given the complexity of classroom teaching and learning, this task can only be accomplished when theories and methods from various strands of educational research are combined. As a minimum, we need a combination of: • Learning theories that explain students’ information processing while attending lessons, the cognitive mechanisms of learning, Prof Ee Ling Low understanding and skill formation, and the socio-cognitive processes of knowledge construction. Dean of Teacher Education at the National Institute of Education, Nanyang Technological University • Conceptualizations of teaching from various traditions, including “constructivist” as well as “direct instruction” approaches, KEYNOTE ADDRESS: SUN 5 AUG | 10:10 | BALLROOM EAST covering “Western” and “Eastern” cultures alike. Professor LOW Ee Ling is the Dean of Teacher Education at the National Institute of Education (NIE), • Comprehensive models of teaching (e.g., “Mastery Learning” or “Inquiry-Based Science Education”) as well as “discrete teaching Nanyang Technological University (NTU). She is also a Professor of Education (Applied Linguistics practices” (Gage, 1985) such as scaffolding, peer tutoring, or formative assessment. and Teacher Learning) at the English Language & Literature Academic Group. She is a member of • Educational Effectiveness Research (EER), a global community of researchers identifying teaching practices or dimensions of the NIE Senior Leadership Team and an elected member of the NTU Senate (2014-2018). teaching that are positively related to cognitive and non-cognitive student outcomes. Her recent appointments include: Chief Planning Officer (2017-2018), Head of Strategic Planning This keynote will attempt to reimage our knowledge of "successful teaching", taking into account these multiple strands of and Academic Quality (2014-2017), She has played a leading role in the conceptualization of the international educational research. Teaching quality will be defined as a combination of (a) depth of the subject matter taught, following strategic documents for NIE, Singapore: NIE Moving Forward: Towards 2017 Strategic (b) use of evidence- based instructional methods, and (c) high quality enactment in the course of classroom interaction. Quality Roadmap and Teacher Education for the 21st Century (TE21): A Blueprint for Teacher Education in of enactment in turn comprises three generic dimensions of teaching quality: Classroom Management, Supportive Climate, and Singapore (2009). Cognitive Activation. These dimensions were first identified in a national enhancement to the TIMSS-Video study 1995, and since have been replicated and shown to predict student learning in 20 studies, mostly done in German speaking countries (Praetorius, She obtained her PhD in Linguistics (Acoustic Phonetics) from Cambridge University, UK under the NIE/NTU Overseas Graduate Klieme, Herbert, & Pinger, 2018). However, the conceptual model has also been implemented in international Large Scale Surveys Scholarship award. She was awarded the Advanced Fulbright Research Scholarship which she spent at the Lynch School of such as PISA 2012 and 2015. Thus, the approach may be interpreted as an example of a national research paradigm scaled up to the Education at Boston College. global level, allowing for a comparison of teaching cultures world-wide in search of both universal and culture-specific patterns of Her most recent book publications include “Empowered Educators in Singapore: How High-Performing Systems Shape Teaching successful teaching. Quality” (co-authored with Prof Lin A. Goodwin and Prof Linda Darling-Hammond) and “Lee Kuan Yew’s Educational Legacy: The Challenges of Success” (co-edited with Prof Tan Oon Seng and Prof David Hung). Prof Prudence Carter She is Singapore’s representative on the International Teacher Policy Study and the Harvard Graduate School Dean, Graduate School of Education, Berkeley of Education’s Global Education Innovation Initiative (GEII) projects. She is also Singapore’s representation on the Education 2030 KEYNOTE ADDRESS: SAT 4 AUG | 14:40 | BALLROOM EAST initiative by the Organisation for Economic Co-operation and Development (OECD) and served as an international expert in the Prudence L. Carter is Dean of the Graduate School of Education at the University of Teaching and Learning International Survey (TALIS) Initial Teacher Preparation study for Wales and Australia. In 2012, she was California, Berkeley. As a sociologist, her primary research agenda focuses on causes of awarded the Public Administration (Bronze) medal by the President of the Republic of Singapore in recognition of her dedication and solutions to enduring social and economic inequalities in schools and society. In and commitment to furthering the cause of education. particular, she examines academic and mobility differences shaped by the forces of race, ethnicity, class, and gender in the United States and global society. Dean Carter’s expertise Title: Personalized Teacher Learning and the Role of Education Research: Global Perspectives ranges from issues of youth identity, culture, race, class, and gender, urban poverty, and social for the 21st Century and educational policy. Before being appointed Dean at Berkeley, she was the Jacks Family Professor of Education and Professor Abstract: The term personalized learning has been defined in several ways by education scholars. Leadbeater (2008) defines it as ‘putting the learner at the heart of the education system’. The DfES (2004) defines it as ‘the drive to tailor education to individual of Sociology (by courtesy) at Stanford University. She was also the Faculty Director of John W. Gardner need, interest and aptitude so as to fulfil every young person’s potential’ (DfES, 2004). How have educational institutions around the Center for Youth and Their Communities, and the Director of the Research Institute for Comparative Studies in Race and world adopted personalized learning in their academic programs? What is the role of education research in advancing personalized Ethnicity. learning? And how can education inquiry contribute in ensuring that student teachers develop the values, skills and knowledge Dean Carter’s award-winning book, Keepin’ It Real: School Success beyond Black and White (Oxford University Press, 2005), required to competently meet the demands and challenges of teaching in the 21st century classrooms? This keynote offers a debates various cultural explanations used to explain school achievement and racial identity for low-income Black and Latino comparative view of how personalized learning has been implemented in different systems and how research has contributed to youth in the United States. Keepin’ It Realwas recognized as the 2006 co-winner of the Oliver Cromwell Cox Book Award its implementation. The concept of personalized teacher learning will be highlighted through a case study of the premier Teaching given by the American Sociological Association (ASA) for its contribution to the eradication of racism; a 2005 finalist for the Scholars Programme (TSP) at the National Institute of Education (NIE) in Singapore, which was launched in 2014. Examples of C. Wright Mills Book Award, given by the Society for the Study of Social Problems; and an Honorable Mention for best book personalized teacher learning practice are exhibited in the TSP programme through its one-to-one academic expert mentoring in given by the section on Race, Class, and Gender of the ASA. faculty’s disciplinary expertise, the Professional Practice and Inquiry (PPI) e-portfolio incorporating the Singapore Teaching Practice, the academic and educational research projects, and multiple global exposures provided.and distributed, in what happens in the Her other books include Stubborn Roots: Race, Culture, and Inequality in U.S. & South African Schools and Closing the Opportunity experience of learning. A wider understanding of power, it will be argued, makes possible teaching and learning responses which Gap: What America Must Do to Give Every Child an Even Chance, co-edited with Dr. Kevin Welner — both published by Oxford understand better both the individual learning subject and the larger social, economic and cultural ecology in which his or her University Press. Her other publications have appeared in various journals and book volumes. Her research has also been learning efforts are made. The contribution will use the South African context to illustrate how this complex politics works and how featured in the Peabody Award-winning documentary “Mind the Gap: Why Are Good Schools Failing Black Students” by it produces complex outcomes of complex inequalities. journalist Nancy Solomon and has been featured on dozens of National Public Radio (NPR) shows across the United States. Dean Carter is an elected a member of the National Academy of Education; the Sociological Research Association; and a Fellow of the American Educational Research Association (AERA).

Page 8 Page 9 pre-conference workshops | 8:30 - 12:00 WERA opening plenary | Fri, 3 Aug | 10:10-11:40 | ballroom east 2 August 2018 | Time: 08h00 – 12h00 | Venue: Schappen-Edward USING SMARTPHONE TECHNOLOGY TO ADVANCE INTERNATIONAL EDUCATION RESEARCH Programme Co-Chairs: Felice J. Levine, American Educational Research Association and World Education Research Association Course Co-Directors: Barbara Schneider (Michigan State University, USA) and Katariina Salmela-Aro (University of Liesel Ebersöhn, University of Pretoria and World Education Research Association Helsinki, Finland) Description: Did you know your smartphone can be a helpful resource for collecting information on teacher and student Opening Welcomes social, emotional, and cognitive states during different activities. This workshop will show how different countries are Special Performance by the Ilingomso Lethu Cultural Group using smartphone technology in their international collaborative education research studies. Specifically, faculty will show participants how they have used smartphone technology to study student engagement, teacher burnout, and Plenary Symposium linking smartphone data with other data. Other topics will also include how pictures taken on smartphones can be Children Living in Distress Worldwide—An Enduring Challenge for Education Research used to show variation in person moods, stages of developing artifacts, and social networks. Led by Barbara Schneider, Recent events around the world heighten the visibility of issues that many children face—the plight of children living under Professor at Michigan State University, US and Katariina Salmela-Aro, Professor at University of Helsinki, Finland will circumstances of forced migration; refugee children living in environments where they are unwelcome; immigrant children also include additional faculty from Chile, Beatrice Avalos Professor Universidad de Chile, Elizabeth Henning Professor separated and taken from their families; children living in conditions of famine, hunger, and homelessness; children and their University of Johannesburg, Soweto Campus, South Africa,and Jari Lavonen Professor University of Helsinki, Finland. families experiencing political threats and institutionalized violence; and the trauma to children of natural and human disasters— Two graduate students will also assist participants in loading software and actually conducting their own analyses. challenge us to reimagine how we in the education research community might transform our programs of research to address Bring your phones and to get a head start. Go to google app PACO and download it---it is free! such pernicious circumstances. What are the possibilities and the promise of education research to make a difference in a field that traditionally emphasizes the readily identifiable structures of education, school, schooling, and teaching? How might we expand our paradigms and modes of inquiry to contribute to solving problems of such enormity? How might we build on our Co-directors introduction: KATARIINA SALMELA-ARO Professor of Educational sciences and Psychology, University of knowledge about risk and resilience, the conditions that enable and support children’s cognitive and social development, and Helsinki, Finland. Visiting Professor in the Institute of Education in University College London and School of Education in the dynamics of children’s resourcefulness to promote the well-being of those most vulnerable to threat, deprivation, separation, Michigan State University and School of Education, University of California Irvine. She was a post-doc in the Max-Planck Institute in Berlin. She is the President of the European Association and loss? for Developmental Psychology, and previous Secretary General (first female) International Framing the Issues and Opening Remarks Society for the Study of Behavioral Development (ISSBD) and expert in OECD Education2030. She is director of several ongoing longitudinal studies among young people: FinEdu, PIRE, Felice J. Levine, WERA Past President, [email protected] LEAD, Gaps. Her key themes are school engagement, burnout, optimal learning moments, life- span model of motivation and related interventions. She is the Founding member Pathways Perspective Comments International Interdisciplinary Post-doctoral fellowship programme, Member of Academy of Patricia Ames Pontificia Universidad Católica del Peru/Instituto de Estudios Peruanos (IEP) Perú and Sociedad de Investigación Finland Strategic Funding Council. She is Consulting Editor Developmental Psychology (APA), Educativa Peruana (SIEP) WERA Representative, [email protected] and Associate Editor in the European Psychologist journal. She has published over 250 papers Ying-Yao Cheng Institute of Education of National Sun Yat-sen University, Taiwan and Taiwan Education Research Association and chapters (google scholar h-index 57) and received several national/international, 10 (TERA-Taiwan) WERA Representative, [email protected] large-scale grants from Academy of Finland and grant from the National Science Foundation Rocio Garcia-Carrion University of Deusto, Donostia, Spain and Multidisciplinary Education Research Association/Asocición research grant, and EU Coordinator Marie Curie post-doc grant. She is a member of the large-scale EU granted EuroCohort Multidisciplinar de Investigación Educativa (AMIE) WERA Representative, [email protected] aiming to development of a Europe wide longitudinal survey of child and youth well-being. Therese Tchombe Centre for Research in Child and Family Development & Education, Limbe, Cameroon BARBARA SCHNEIDER is the John A. Hannah Chair University Distinguished Professor in the College of Education and David Osher American Institutes for Research, US, [email protected] Department of Sociology at Michigan State University. She has used a sociological lens to understand societal conditions Closing Symposium and Session Remarks and interpersonal interactions that create norms and values that enhance human and social capital for the past thirty years. Her research focuses on how the social contexts of schools and Liesel Ebersöhn, University of Pretoria, [email protected] families influence the academic and social well-being of adolescents as they move into adulthood. Barbara is the Principal Investigator on the College Ambition Program—a model that encourages low income and minority adolescents to pursue science, technology, mathematics, and engineering (STEM) majors in college and WERA CLOSING PLENARY | SUN, 5 aug | 16:20-17:30 | ballroom east occupations in these fields. Recently, she was awarded the National Science Foundation’s first ever Partnerships for International Research and Education (PIRE) award with The University of Programme Co-Chairs: Helsinki also funded by the Academy of Finland. This project is designed to enhance adolescent Felice J. Levine, American Educational Research Association and World Education Research Association engagement in secondary school science classrooms in Michigan and Helsinki secondary school science classes. Dr. Schneider’s focus is to enhance secondary science teachers’ skills in promoting engagement in Ingrid Gogolin, University of Hamburg and World Education Research Association classroom activities that yield what she calls ‘optimal learning moments.’ Reflections from Observer Participants Barbara is collaborating with educators and researchers in Michigan and Finland to design real-time measures of this type The closing plenary is in essence a time for reflection and transition. The Chair will offer some initial reflections, followed by of engagement using mobile devices (as compared to traditional, retrospective survey questionnaires asking students to insights from a panel of education scholars who will share their reflections and observations about the most compelling report on more general engagement) and to learn how science educators can better foster optimal learning moments.

teachable, take-away, or valuable aspects of the Congress. Attendee reflections are encouraged. Professor Schneider has published 15 books and over 100 refereed journal articles that focus on the family, social context pre-workshops | august 2 | thursday of schooling, and sociology of knowledge. She received her Ph.D. from Northwestern University. She is a past President Loyiso Jita University of the Free State, South Africa, [email protected] and fellow of the American Educational Research Association, a fellow of the American Association for the Advancement of Geovana Mendonça Lunardi Mendes Universidade do Minho, Portugal, [email protected] Science, and a elected member of the National Academy of Education. She recently was awarded a honorary degree from Sergey Kosaretsky National Research University Higher School of Economics, Russian Federation, [email protected]; the University of Helsinki and elected into Finland’s Academy of Science and Letters. Dr Lori Diane Hill American Educational Research Association, United States, and WERA Book Series Co-Editor [email protected] Transition of WERA Presidency Looking Ahead to WERA 2019 Tokyo Focal Meeting Felice J. Levine, WERA Immediate Past President, to WERA President Ingrid Gogolin Ingrid Gogolin, WERA President Manabu Sato and Masako Nakamura, Japanese Educational Research Association Award for Most Innovative Poster Ingrid Gogolin, WERA President, to Confer Award Concluding Remarks and Official Congress Adjournment WERA President Ingrid Gogolin

Page 10 Page 11 pre-conference workshops | 13:00 - 17:00 wera 2018 world congress 2 August 2018 | Time: 13h00 – 17h00 | Venue: Robben Island Successful Academic Publishing: A Global Perspective supporting the local Course Co-Director: Patricia Alexander (University of Maryland, USA) Description: Internationally, the ability of early career faculty and graduate students to demonstrate productivity through their scholarly publications remains a hallmark of academic success. Nonetheless, scholarly writing and publication are community challenges for many young faculty and graduate students who are still new to the process and, thus, in need of mentoring and support in this area. Professional associations like the World Educational Research Association can be of great help to these emerging scholars by providing them with the tools required to publish in quality academic outlets, such as journals, THE LANYARDS edited volumes, or conference proceedings. Specifically, this workshop delves into the foundations of successful publishing: Zama Ndlovu is one of the beaders who makes lanyards formulating critical questions; conducting a study; organizing a manuscript; collaborating with others; and publishing in the Eshowe district. Her entire family helps out with this research findings. There is also consideration of what constitutes “quality” in both quantitative and qualitative research. task. She has five kids and her husband passed away in Along with these significant and broad concerns, there is also an extended look at one specific type of publication that 2015. She was introduced to us by one of the beaders carries particular importance in the research literature, the systematic review article. Thus, it is the purpose of this workshop that we were working with on previous projects and to offer mentoring and support to emerging scholars who wish to learn more about academic writing and what is required were trained to also make lanyards. She worked on most to experience success in publication. of the lanyards for the WERA WORLD CONGRESS 2018. Director introduction: DR. PATRICIA ALEXANDER is the Jean Mullan Professor of Literacy and Distinguished Scholar-Teacher in the Department of Human Development and Quantitative Methodology at the University of Maryland and affiliated faculty at the , New Zealand. She has been a visiting scholar in over 10 countries including Australia, Singapore, the Netherlands, Italy, Israel, and Norway. The author of over 200 publications, she currently serves as the senior editor of Contemporary Educational Psychology, was past editor of Instructional Science and Associate Editor of American Educational Research Journal-Teaching, Learning, and Human Development, and presently serves on over 10 national and international editorial boards including those for Learning and Instruction and the Journal of Educational Psychology. CONFERENCE BAGS Njalo-Njalo is Xhosa for etcetera etcetera - or all encompassing. Since inception in 1999 some 20 000 bags have been made by 2 August 2018 | Time: 13h00 – 17h00 | Venue: Schappen-Edward woman from various local communities whose ages range between Doing Education Research on Immigrant Families and their Children 30 to 70. Between them, their skills include pattern making, cutting, Course Co-Director: Ingrid Gogolin sewing, beading and hand stitching. The ladies are encouraged to Description: Many educational systems worldwide have the problem of coping with linguistic, social and cultural diversity own their own equipment and have been assisted in the purchasing in their student populations. Of course, the solutions to this problem are necessarily adapted to national, regional and and servicing the tools of their trade. local conditions. On the other hand, however, there are a number of similarities that should make it possible to profit from international experience. The mini-course aims to introduce experience on some of these common themes and problems, Through the provision of resources and support this initiative assist which will provide suggestions for the better management of diversity in schools worldwide. The course is based on inputs the woman to become self-sustaining by selling their handmade deriving from international research projects carried out in Europe, North-America and Australia, showing pathways to the goods and conference bags. successful coping with heterogeneous constellations of teaching and learning. Different from usual foci on the topic, the projects concentrate on the potential and productive resources deriving from linguistic and cultural diversity rather than on disadvantages and drawbacks. Issues include: theoretical approaches such as ‘monolingual habitus’, ‘super-diversity’; reflection on concepts such as ‘migrant’, ‘multilingual’; research results on benefits from diversity, e.g. in multilingual constellations of teaching and learning; introduction of methodological approaches to empirical research on linguistic or cultural diversity. Inputs will be supported by video-examples. Readings and/ or handouts feature theoretical texts as well research reports, examples from data collection, transcripts of videos. Small group discussions will take place, including analysis of data and presentation of results to the participants of the course. The course aims at broadening perspectives theoretical and methodological conceptualization of diversity and on positive experience with diversity in education. The PERFORMANCE course is designed in particular for early career scholars aiming to who aim to conduct research on improving educational opportunities in constellations of diversity. ILINGOMSO LETHU CULTURAL GROUP was established on the 21st March 2016 to support the young children in this group. Many young kids drop out of school Director introduction: INGRID GOGOLIN, Dr. phil., Dr. phil. h.c. mult. is Professor for international because their parents cannot afford to pay for school uniforms, stationary comparative and intercultural education research at the Universität Hamburg in Germany. Her and school fees. The money they earn with these performances assist with research is focused on problems of migration and linguistic diversity in education. She was thursday | 2 august | pre-workshops | august 2 | thursday these needs. Being part of the group contribute to the general development coordinator of the EU-funded project “European Educational Research Quality Indicators (EERQI)”. of the young children and it was found that it also assisted in keeping them Recent research projects deal with the following topics: Linguistic diversity management in urban areas (Research Cluster of Excellence at the Universität Hamburg); Support of migrant children in away from drugs, alcohol abuse and reduce the risk of teen pregnancies. Group schools; Multilingualism and Education (www.kombi.uni-hamburg.de); Multilingual development members. BOYS: Unathi Macamba, Wanda Nobanda, Anele Mlengetya, Aqamile in a Longitudinal Perspective (MEZ; www.mez.uni-hamburg.de). She was awarded honorary Gwada, GIRLS: Ziphiwozam Nzuzo, Asenathi Mphalala, Siphamandla Dyasi, Zizipho doctor’s degrees by the University of Dortmund/ Germany in 2013 and the National Kapodistrian Gwada, Alive Mbunje, Mila Tokoyi, Siyasanga Magqazolo. University of Athens/ Greece in 2017. Examples of publications: Book series ‘Hamburg Studies on Linguistic Diversity’ (2013ff, ed. with Peter Siemund, Amsterdam: John Benjamins; recent volume: Peukert, Hagen; Gogolin, Ingrid (Eds.) (2017): Dynamics of Linguistic Diversity. Amsterdam (John Benjamins) – Gogolin, Ingrid; Duarte, Joana (2016): Superdiversity, Multilingualism, and Awareness. In: Cenoz, Jasone; Gorter, Durk; May, Stephen (eds.): Language Awareness and Multilingualism. Zürich: Springer International Publishing. Online first: DOI: 10.1007/978-3-319-02325-0_24-1. – The Bilingualism Controversy (ed. with Ursula Neumann). Wiesbaden: Springer VS 2009. – Migration, gesellschaftliche Differenzierung und Bildung (ed. with Bernhard Nauck). Opladen: Leske + Budrich 2000. – Der monolinguale Habitus der multilingualen Schule. Münster, New York: Waxmann 2009. For more information see www.ingrid-gogolin.eu

Page 12 Page 13 session 1.1 | 8:30 - 10:00

08:30 - 10:00 Venue: Ballroom East Teacher Professional Development in the Global South poster award Organizer and chair: Liesel Ebersöhn, University of Pretoria, South Africa, [email protected] 1. Implementing merit-based schemes to be hired as a teacher in Mexico Award name: 2018 Most Innovative Poster Award Pedro Flores Crespo, Universidad Autonoma de Queretaro, Mexico, [email protected] WERA 2018 Committee name: Most Innovative Poster Award Committee 2. Changing Trends in Teacher Education for Quality Professional Development in South-to-South Cameroon to address Goal 4 of the Sustainable Development Cameroon Invited Certificate Awarded at: Closing Ceremony Therese Tchombe, Centre for Research in Child and Family Development & Education, Limbe, Symposium "This Award distinguishes a poster as innovative based on the world-wide as well as local, contextual relevance of the topic for Cameroon, [email protected] educational research. The poster is exceptional with regards to the rigour of research problem addressed, the quality of theoretical 3. Teacher professional development in the global South and the SDG4-Education 2030 Agenda justification, appropriateness of methodological approach, transparency and plausibility of presented results, and especially Ruth Aluko, University of Pretoria, South Africa, [email protected] originality of the presented research. Besides these outstanding substantive qualities the poster also signifies superb readability 4. Promises and pitfalls in professional development and structure of presentation, excellent relationship between text and graphic elements and a masterful overall appearance." Karen Murphy, Penn state University, USA, [email protected] Most Innovative Poster Award Committee: 5. The challenges of the teaching profession in the public school in the cultural conservatism and economic adjust context Ingrid Gogolin (WERA President) University of Hamburg, Germany Andrea Gouveia, Paraná Federal University, Brazil, [email protected] Michigan State University, US and American Educational Research Association Barbara Schneider Discussant: Patricia Ames, Pontificia Universidad Católica del Perú, Peru, [email protected] (AERA) WERA Representative University of the State of Santa Catarina, Brazil and National Association of Geovana Mendonça Lunardi Mendes Research and Graduate Studies on Education/ Associação Nacional de Pesquisa 08:30 - 10:00 Venue: Ballroom West e Pós-Graduação em Educação (ANPED) WERA Representative HKERA Invited Symposium: Connectedness and Community Engagement of Culturally Diverse Youth, Pedro Flores Crespo Universidad Autónoma de Querétaro, Mexico Families and Senior Population in International Contexts The Education University of Hong Kong, Hong Kong and Hong Kong Organizer: Celeste Yuen, The Education University of Hong Kong, [email protected] Winnie Wing Mui So Education Research Association (HKERA) WERA Representative Chair: Alan Cheung, The Chinese University of Hong Kong, Hong Kong, [email protected] 1. Prediction of school engagement for civic engagement: A mediation study of Hong Kong mainstream youth Alan Cheung, The Chinese University of Hong Kong, [email protected] WERA Member 2. “False” inclusion in university service-learning? A case study of a Hong Kong-Kenya Association university service-learning trip Invited Symposium CONFERENCE programME Gordon Tsui, The University of Hong Kong, [email protected] 3. Promoting positive engagement of European youth through intergenerational learning and ICT overview Joanna Leek, University of Lodz, [email protected] Discussant: Winnie So, The Education University of Hong Kong, [email protected] friday | 3 august | day 1 saturday | 4 august | day 2 sunday | 5 august | day 3 friday | 3 august | day 1 day | august 3 | friday 08:00-08:30 Registration 08:00-08:30 Registration 08:00-08:30 Registration 08:30-10:00 Parallel Session 1.1 08:30-10:00 Parallel Session 2.1 08:30-10:00 Parallel Session 3.1 08:30 - 10:00 Venue: Vasco da Gama WERA Opening Plenary and Professional Standards for Teaching – Voices from the Profession Keynote 2 Keynote 4 10:10-11:40 Presidential Event 10:10-11:10 10:10-11:10 Prof Eckhard Klieme Prof Ee Ling Low Dr Felice J. Levine Organizer and Chair: Margery McMahon, University of Glasgow, UK, [email protected] DEC 1. Professional Standards and Teacher Professional Development in Portugal: Potential and 11:50-13:20 Parallel Session 1.2 11:20-12:50 Parallel Session 2.2 11:20-12:50 Parallel Session 3.2 Networking Event Limitations Capacity Maria Flores Fernandes, University of Minho, Braga, Potugal, [email protected] Development: Making 2. Russian Teacher Professional Standard and Teachers’ expectations 13:30-15:00 Parallel Session 1.3 Poster Session 13:00-14:30 Parallel Session 2.3 Poster Session 13:00-14:30 Parallel Session 3.3 Partnerships with Roza Valeeva, Kazan (Volga region) federal university, Russia, [email protected] Families Work (Trina Osher) 3. Professional Standards for Teaching in Scotland – Time for Change? 15:10-16:40 Parallel Session 1.4 14:40-15:40 Keynote 3 - Prof Prudence Carter 14:40-16:10 Parallel Session 3.4 Margery McMahon, University of Glasgow, UK, [email protected] 16:50-18:20 Parallel Session 1.5 15:50-17:20 Parallel Session 2.4 Discussant: Aydar Kalimullin, Kazan (Volga region) federal university, Russia, [email protected] 18:30-19:30 Keynote 1 - Prof Crain Soudien 17:30-19:00 Parallel Session 2.5

TERA-GACC (Taiwan Education 16:20-17:30 WERA Closing Plenary Research Association & Global 19:30-21:00 Welcoming Reception 19:00-21:00 Association of Chinese Creativity) Reception with a taste of Africa

Page 14 Page 15 session 1.1 | 8:30 - 10:00 session 1.1 | 8:30 - 10:00 08:30 - 10:00 Venue: Bartholomew Diaz 08:30 - 10:00 Venue: Marco Polo The Use of Relational Analysis Methodology on the Study of Conservative Movements in Education The Role of Social Media and Technology in Higher Education from a Global Perspective Organizer and Chair: Bruna Dalmaso Junqueira, Universidade Federal do Rio Grande do Sul, Chair: José Francisco Soares, Universidade Federal de Minas Gerais, Brazil, [email protected] [email protected] 1. The impact of social media use on the academic performance of undergraduate students at the 1. The advancement of conservative ideas in Brazil: a School without Party’s analysis University of the Free State, South Africa Iana Gomes de Lima, Universidade Federal do Rio Grande do Sul, [email protected] André Pelser, University of the Free State, South Africa, [email protected]; Katinka de Wet, University of the Free State, South Africa, [email protected] 2. The creation of a national curriculum in Brazil and the advance of conservative groups Tiago Cortinaz, Universidade Federal do Rio Grande do Sul, [email protected] 2. The feasibility of using free Web 3.0 resources in training Technology student teachers at a South African Higher Education Institution 3. The work of female teachers, feminisms and the conservative narrative of “gender ideology” in Brazilian Sybrand Johannes Coetzee, University of the Free State, South Africa, [email protected]; Karen Junqueira, education University of the Free State, South Africa, [email protected] Bruna Dalmaso Junqueira, Universidade Federal do Rio Grande do Sul, [email protected] 3. The Digital Culture And University Teachers: Challenges And Possibilities 4. The effects of conservative modernization on collective teaching work in the public educational system Maria Cristina Lima Paniago, Universidade Católica Dom Bosco, Brazil, [email protected]; Rosimeire Martins Régis of Porto Alegre/Brazil dos Santos, Universidade Católica Dom Bosco, Brazil, [email protected] Filipe Aguiar, Universidade Federal do Rio Grande do Sul, [email protected] 4. Online Education: Relations Between Teacher And Student In The Educational Process 5. The curricular choices of High School sociology teachers in Brazil and the advancement of conservative ideas Rosimeire Martins Régis dos Santos, Universidade Católica Dom Bosco (UCDB), Brazil, profarosimeireregis@ Gabriel Arnt, Universidade Federal do Rio Grande do Sul, [email protected] hotmail.com; Miguel Angelo Batista dos Santos, Universidade Estadual de Mato Grosso do Sul (UEMS), Brazil, Discussant: Luís Armando Gandin, Universidade Federal do Rio Grande do Sul, [email protected] [email protected] 5. Key Findings from a Literature Review on the Use of Learning Portfolios (ePortfolios) in Higher Education 08:30 - 10:00 Venue: Sir Francis Drake Michael O’Learye, Dublin City University, Ireland, [email protected]; Darina Scully, Dublin City University, Colonialities of Being: Speaking our Voices Ireland, [email protected]; Mark Browne, Dublin City University, Ireland, [email protected] Chair: Anna Elizabeth Du Plessis, Learning Sciences Institute Australia, Australia, [email protected] 08:30 - 10:00 Venue: Schappen-Edward 1. Decolonizing School Leadership: A Literature Review of Indigenous Culturally Responsive Leadership Muhammad Khalifa, University of Minnesota, United States of America, [email protected]; Deena Khalil, International Perspectives on Leadership Howard University, United States of America, [email protected]; Tyson Marsh, Seattle University, United Chair: Kate Reynolds, Bath Spa University, United Kingdom, [email protected] States of America, [email protected]; Clare Halloran, University of Minnesota, United States of America, 1. Scaling Up Informal Leadership in the US, Taiwan, and New Zealand: Exploring the Role of Informal [email protected] Leaders within School Networks 2. Politics of language within Global Imperialism: Resistance to neocolonization and the need to re-position Alan J. Daly, University of California, San Diego, [email protected]; Yi-Hwa Liou, National Taipei University of our intellectual localities Education, Taiwan, [email protected]; Claire Sinnema, University of Auckland, [email protected] Cesar Rossatto, UTEP-The University of Texas at El Paso, [email protected]; Beatriz Soria (UTEP-The 2. Reimaging educational leadership research: fostering innovation and building cumulative knowledge University of Texas at El Paso, [email protected]; Jesus Aguire, UTEP-The University of Texas at El Paso, Carolyn Callie Grant, Rhodes University, South Africa, [email protected] [email protected] 3. Exploring how System Leaders promote Systems-Level Change 3. The Dual Colonial Heritage of Cameroon: A Roadblock to Viable National Education Reform and Anita Mary Abraham, University of Toronto, Canada, [email protected] Harmonization Zachary Mngo, Prince Mohammad Bin Fahd University, Saudi Arabia, [email protected] 4. Expanding educational leadership theories through qualitative relational methodologies Brigitte Smit, UNISA, South Africa, [email protected]

friday | 3 august | day 1 day | august 3 | friday 4. The Riel Blues: The affordances of Rieldans cultural knowledge for science citizenship 1 day | august 3 | friday Melissa Speight Vaughn, North West University, South Africa, [email protected]; Josef de Beer, North West University, South Africa, [email protected] 08:30 - 10:00 Venue: Robben Island Policy and Citizenship in Education Research Worldwide 5. A worldwide perspective about the impact of family education with vulnerable groups Fernando Macías Aranda, University of Barcelona, [email protected]; Rocio Garcia Carrion, University of Chair: Elizabeth Spier, American Institutes for Research United States, [email protected] Deusto, Spain, [email protected] 1. Towards a thick notion of citizenship education: the Citizen School project Luis Armando Gandin, Universidade Federal do Rio Grande do Sul, Brazil, [email protected] 2. Let’s “FLY” (Free Learning Year)—A New Educational Policy in South Korea EunKyoung Chung, Teachers College, Columbia University, United States of America, [email protected] 3. Comparative Analysis of US Superintendents and English Chief Executive Officers building primary and secondary intellectual virtues as part of their manifesto Alison Taysum, University of Leicester, United Kingdom, [email protected]; Carole Collins-Ayanlaja, Eastern Illinois University, [email protected] 4. Measuring the effectiveness of international aid to education & complementary sectors on education outcomes Shelby Frances Carvalho, Harvard University, United States of America, [email protected]; Patrick Shaw, RTI International, [email protected] 5. Quality of Life Policies and Indexes. An introduction. Denis Francesconi, University of Verona, Italy, [email protected]

Page 16 Page 17 session 1.1 | 8:30 - 10:00 session 1.2 | 11:50 - 13:20 08:30 - 10:00 Venue: Victoria 11:50 - 13:20 Venue: Ballroom East International Position on Teaching Strategies and Instructional Pedagogies EASA Invited Symposium: Introducing the Vision, Activities and Focus of the Chair: Ellen Goldring, Peabody College, Vanderbilt University United States, [email protected] Education Association of South Africa (EASA) 1. A Histiography of Lecture, Teacher Talk, and Dialogical Discourse: A Global Perspective on Classroom Organizer and chair: Ronél Ferreira, University of Pretoria, [email protected] Talk 1. Education Association of South Africa (EASA): Acknowledging a strong past, working Christian Gregory, Teachers College Columbia University, United States of America, [email protected] towards a bright future WERA 2. “I mainly rely on the textbook”: A need for teaching enhancement in Agricultural Sciences Eric Eberlein, University of Pretoria, [email protected]; Johnnie Hay, North West University, [email protected]; Ruth Mampane, University of Pretoria, [email protected] Member Cias Thapelo Tsotetsi, University of the Free State, South Africa, [email protected]; Nkwenyana Solomon Baas, Association University of the Free State, South Africa, [email protected] 2. Mobilisation of higher education’s resources for social development Invited 3. Intersectionality of the Zone of Proximal Development to improve instruction Eugene Machimana, University of Pretoria, [email protected]; Liesel Ebersöhn, Symposium Enrique Andres Puig, University of Central Florida, United States of America, [email protected] University of Pretoria, [email protected]; Maximus Monaheng Sefotho, University of Pretoria, [email protected] 4. A case of practice influencing policy? Typical classroom decisions and practices of some South African physical sciences teachers 3. The South African Journal of Education (SAJE) as publishing platform for research in education Remeredzayi Gudyanga, University of the Free State, South Africa, [email protected]; Loyiso Jita, Ronél Ferreira, University of Pretoria, [email protected] University of the Free State, South Africa, [email protected] 4. Introducing a 2018 SAJE special issue: The nature and extent of bullying in a developing country context. 5. Economics student teachers’ views on the usefulness of a Flipped Classroom Pedagogical design for an Vanessa Scherman, University of South Africa, [email protected]; Rachel Annuziato, Fordham University, Open Distance eLearning environment [email protected] Micheal van Wyk, University of South Africa, South Africa, [email protected] Discussant: Ruth Mampane, University of Pretoria, [email protected]

10:10-11:40 Venue: Ballroom East 11:50-13:20 Venue: Ballroom West WERA OPENING PLENARY Preventing Violent Extremism (PVE) - Immediate and Long-Term Responses from Schools Programme Co-Chairs: Organizers and Co-Chairs: Dan Laitsch, Simon Fraser University, CA, [email protected]; Doug McCall, International Felice J. Levine, American Educational Research Association and World Education Research Association School Health Network, CA, [email protected] Liesel Ebersöhn, University of Pretoria and World Education Research Association 1. Immediate National responses to PVE: Are We Headed Down the Wrong Path? Opening Welcomes Hazel Bryan, University of Gloucestershire, [email protected] WERA International Special Performance by the Ilingomso Lethu Cultural Group 2. What We Know about Inclusive Schools, Reconnecting Youth, Preventing Violence Dan Laitsch, Simon Fraser University, CA, [email protected] Research Network Plenary Symposium (IRN) Invited 3. Development of a Multi-Component Approach to Prevent Violent Extremism Symposium Children Living in Distress Worldwide—An Enduring Challenge for Education Research Doug McCall, International School Health Network, CA, Recent events around the world heighten the visibility of issues that many children face—the plight of children [email protected] living under circumstances of forced migration; refugee children living in environments where they are unwelcome; immigrant children separated and taken from their families; children living in conditions of famine, hunger, and Discussant: Amy Semerjian, Boston College, USA, [email protected] homelessness; children and their families experiencing political threats and institutionalized violence; and the trauma to children of natural and human disasters—challenge us to reimagine how we in the education research community might transform our programs of research to address such pernicious circumstances. What are the 11:50-13:20 Venue: Vasco da Gama possibilities and the promise of education research to make a difference in a field that traditionally emphasizes the friday | 3 august | day 1 day | august 3 | friday Effective Communicative Strategies When Working With Linguistically Diverse Learners: 1 day | august 3 | friday readily identifiable structures of education, school, schooling, and teaching? How might we expand our paradigms A Comparative, Cross Cultural Examination and modes of inquiry to contribute to solving problems of such enormity? How might we build on our knowledge about risk and resilience, the conditions that enable and support children’s cognitive and social development, Organizer and Chair: Geraldine Mongillo, William Paterson University of New Jersey, United States of America, and the dynamics of children’s resourcefulness to promote the well-being of those most vulnerable to threat, [email protected]; Dorothy Feola, William Paterson University, [email protected] deprivation, separation, and loss? 1. Effective Communicative Strategies for Linguistically Diverse Learners: A review of the literature in Framing the Issues and Opening Remarks Israel, South Korea, and the United States Geraldine Mongillo, William Paterson University, [email protected]; Dorothy Feola, William Paterson University, Felice J. Levine, WERA Past President , [email protected] [email protected]; Carrie E. Hong, William Paterson University, [email protected] Perspective Comments 2. Primary Teachers’ Use of Communicative Strategies for Linguistically Diverse Learners: Patricia Ames Pontificia Universidad Católica del Peru/Instituto de Estudios Peruanos (IEP) Perú and Sociedad de A Cross-Cultural Case Study Investigación Educativa Peruana (SIEP) WERA Representative, [email protected] Geraldine Mongillo, William Paterson University, [email protected]; Dorothy Feola, William Paterson Ying-Yao Cheng Institute of Education of National Sun Yat-sen University, Taiwan and Taiwan Education Research University, [email protected]; Carrie E. Hong, William Paterson University, [email protected]; Vered Vaknin, Association (TERA-Taiwan) WERA Representative, [email protected] Western Galilee College, [email protected]; Randa Abbas, Western Galilee College, [email protected] Rocio Garcia-Carrion University of Deusto, Donostia, Spain and Multidisciplinary Education Research Association/ 3. Content-specific communicative strategies: A case study of science teachers in South Korea and the U.S. Asocición Multidisciplinar de Investigación Educativa (AMIE) WERA Representative, [email protected] Jinsook Won, Seoul National University of Education, [email protected]; Carrie E. Hong, William Paterson Therese Tchombe Centre for Research in Child and Family Development & Education, Limbe, Cameroon University, [email protected] David Osher American Institutes for Research, US, [email protected] 4. Case Study of a Small Rural School with Cultural and Linguistic Challenges Closing Symposium and Session Remarks Katherine Ratliffe, Univ. of Hawaii at Manoa, [email protected]; Jacquelyn Chappel, Kapiolani Community Liesel Ebersöhn, University of Pretoria, [email protected] College, [email protected] Discussant: Carrie E. Hong, William Paterson University, [email protected] Page 18 Page 19 session 1.2 | 11:50 - 13:20 session 1.2 | 11:50 - 13:20 11:50-13:20 Venue: Bartholomew Diaz 11:50-13:20 Venue: Marco Polo Building Partnerships with Schools, Families and Diverse Communities to Improve Education Literacy and Achievement through Worldwide Lenses Organizer and Chair: Malik Henfield, University of San Francisco, [email protected] Chair: Karen Murphy, Penn State University, United States, [email protected] 1. Beyond the Dream: Social Justice Strategies and Curriculum for Youth Development Programs 1. Trends in Gender Differences in PIRLS-Grade-4-Reading Achievement Sheryl Davis, San Francisco Human Rights Commission, [email protected] Heike Wendt, TU Dortmund University, Germany, [email protected] 2. Youth Organizing as a Strategy to Educate and Support Change 2. Impacts of PISA discourse in Brazil and worldwide: inclusion and exclusion shaping the Lisa De La Rue, University of San Francisco, [email protected] subjects for the 21st century Márcia Aparecida Amador Mascia, Universidade São Francisco, Brazil, [email protected] 3. The High Cost of Inequity Malik Henfield, University of San Francisco, [email protected]; Max Grenier, University of San Francisco, 3. Impact of Morphological Awareness (MA) on Reading Abilities: To Know is to Understand [email protected] Sharon de Marin, Texas A&M University, United States of America, [email protected]; Donna Druery, Texas A&M University, United States of America, [email protected] 4. Me, Myself and I: Youth perspectives on the impact of self-identity and stereotypes on student success Dannielle Glover, San Francisco Human Rights Commission, [email protected]; Sheryl Davis, San 4. Turn the century with Turnitin Francisco Human Rights Commission, [email protected]; Max Grenier, University of San Francisco, Eva Sujee, Umalusi, South Africa, [email protected] [email protected]; De’Anthony Jones, Collective Impact, [email protected]; Nico Bremond, 5. Comparative analysis of teachers’ perspectives of iPad usage for students with dyslexia worldwide Magic Zone/University of San Francisco, [email protected] Megan Dawn Blamire, University of Pretoria, South Africa, [email protected]; Funke Omidire, 5. Rebuilding Trust, Transforming Power: Art, Faith and Culture as the ‘Soul’ of Collective Impact University of Pretoria, South Africa, [email protected] Theodore Miller, Office of the Mayor, San Francisco California, [email protected] Discussants: Sheryl Evans Davis, San Francisco Human Rights Commission, [email protected]; Malik Henfield, 11:50-13:20 Venue: Schappen-Edward University of San Francisco, [email protected] Worldwide Perspective on Developing Social Scientist Chair: Charles L. Slater, California State University, Long Beach, United States, [email protected] 11:50-13:20 Venue: Sir Francis Drake 1. Making the Case for the Socially-Relevant Social Scientist International Views on Students with Disabilities and Special Needs Constance Iloh, University of California, Irvine, United States of America, [email protected]; Carol Connor, University Chair: Alison Taysum, University of Leicester, United Kingdom, [email protected] of California, Irvine, United States of America, [email protected] 1. Effects of transnational policies in local territories: a comparative study between Portugal and Brazil in 2. Plurality: an anthropological and pedagogical reflection of the formative experience of a group of the schooling of students with disabilities in basic education university professors Cléia Demétrio Pereira, Universidade do Minho, Portugal, [email protected]; Geovana Mendonça Lineuza Leite Moreira, Universidade Federal de Mato Grosso, Brazil, [email protected]; Ricardo Antonio Lunardi Mendes, Universidade do Minho, Portugal, [email protected]; Jose Augusto de Brito Pacheco, Castaño Gaviria, Universidad de Antioquia, Colômbia, [email protected]; Filomena Maria de Arruda Universidade do Minho, Portugal, [email protected] Monteiro, Universidade Federal de Mato Grosso, Brazil, [email protected]; Eliane das Neves Moura, 2. Examining the Social Participation of Students Identified as Having Special Educational Needs Universidade Federal de Mato Grosso, Brazil, [email protected] Christoforos Mamas, University of California, San Diego, United States of America, [email protected]; Alan 3. Mentoring Education Researchers and Other Scientists around the Globe J. Daly, University of California, San Diego, United States of America, [email protected]; Giovanna Schaelli, George Wimberly, American Educational Research Association, United States of America, [email protected] University of Zurich, [email protected]; Lambri Trisokka, Independent Researcher, Cyprus, [email protected] 4. Reflections on the supervision of postgraduate research: The students’ voices in an Open Distance Learning (ODL) context 3. Autism Is: Film Intervention to Support Inclusion for Children with Disabilities Mncedisi Christian Maphalala, University of Zululand, South Africa, [email protected]; Nhlanhla Shana Cohen, UC San Diego, United States of America, [email protected]; Christoforos Mamas, UC San Mpofu, Sol Plaatje University, [email protected] friday | 3 august | day 1 day | august 3 | friday Diego, United States of America, [email protected]; Caren Holtzman, UC San Diego, United States of America, 1 day | august 3 | friday [email protected] 5. Academic misconduct among students in higher education: an updated review of teacher perspective Debora Gottardello, Universitat Rovira i Virgili, Spain, [email protected]; Maria del Mar Pamies, 4. Developing a Special Education Curriculum in Kenya: A Reflection from a Carnegie African Diaspora Universitat Rovira i Virgili, Spain, [email protected]; Mireia Valverde, Universitat Rovira i Virgili, Spain, mireya. Fellowship Programme 2016 Recipient [email protected]; Solmaz Filiz Karabag, Linkoping University, , [email protected] Zandile Nkabinde, New Jersey City University, United States of America, [email protected] 5. Using Video to Improve Special Education Teacher Evaluation and Classroom Practices Akua-Kisiwaa Adefope, New York City Department of Education, United States of America and City University of New York, at Queens College, [email protected]

Page 20 Page 21 session 1.2 | 11:50 - 13:20 session 1.3 | 13:30 - 15:00 11:50-13:20 Venue: Robben Island 13:30 - 15:00 Venue: Ballroom East Articulation of Social Justice in Higher Education Across the Globe Decolonizing Research on Family-School-University-Community Partnerships: Reimagining Conceptual Chair: Beatricev Avalos-Bevan, , Chile, [email protected] Frameworks 1. Gender and Recognition in Higher Education in India and the U.S Organizer and chair: Lauri Johnson, Boston College, USA/University of Nottingham, UK, Mangala Subramaniam, Purdue University, West Lafayette, IN (U.S.A.), United States of America, mangala@ [email protected] purdue.edu; Zachary Palmer, Purdue University, West Lafayette, IN (U.S.A.), United States of America, zpalmer@ 1. Decolonizing Westernized Notions of Epistemology and Care to Promote Equity and purdue.edu Inclusion in Culturally Diverse School Communities WERA 2. Affirmative Action Policies in Four National Contexts: An Analysis of Preferential Policies in University Camille M. Wilson, , [email protected]; Muhammad Khalifa, International Admissions in India, the U.S., Brazil, and South Africa University of Minnesota, [email protected]; Ann M. Ishimaru, University of Washington, Research Network (IRN) Porsha Yasmin Childs, Edlinguist Solutions, United States of America, [email protected] [email protected] Invited 3. Higher Education and Empowerment of Saudi Women: The Role of the King Abdullah Scholarship 2. Reimagining Community-Engaged Research: From Critical Policy Analysis to Political Action Symposium Programme (KASP) Katherine Cumings Mansfield, Virginia Commonwealth University, [email protected]; Anjalé D. Lama Husain Al Assaf, Howard University, United States of America, [email protected] Welton, University of Illinois, [email protected] 4. A Journey from the 1968 Kerner Commission Report to the Present: Mapping Black Student Inequality in 3. Towards Culturally Sustaining/Revitalizing Family-School-Community Partnership Policies and Practices U.S. Higher Education in Indigenous Contexts Around the World Walter Allen, University of California Los Angeles, USA, [email protected]; Channel McLewis, University of Shanee Wangia, Boston College, [email protected] California Los Angeles, USA, [email protected]; Chantal Jones, University of California Los Angeles, USA, 4. Parent Advocacy and Pupil Participation in School Life: A Polish Perspective [email protected]; Daniel Harris, University of California Los Angeles, USA, [email protected] Joanna Leek, University of Lodz, [email protected] 5. Appropriation of the Higher education in Mexican University System: between ambiguity and diversity Discussant: Question and answer session Angélica Buendía Espinosa, Universidad Autónoma Metropolitana, México, [email protected]; Iván Salas Durazo, Universidad de Guadalajara, México, [email protected]; Ana Beatríz Pérez Díaz, Universidad Autónoma Metropolitana, México, [email protected] 13:30 - 15:00 Venue: Ballroom West Schools as Enabling Spaces: International Debates within a South African Context 11:50-13:20 Venue: Victoria Organizers and Co-Chairs: David Osher, American Institutes for Research, [email protected]; Mahlapahlapana Worldwide Ideas on Values and Spirituality in Education Themane, University of Limpopo, [email protected] Chair: Isabelle Le Mouillour, Federal Institute for Vocational Education and Training, Germany, [email protected] 1. Schools as Enabling Places David Osher, American Institutes for Research, [email protected] 1. The Concept of Education (Bildung) as a Cultural Heritage - Transcultural Traditions and Perspectives Wolfgang Sander, Justus-Liebig-University, Germany, [email protected] 2. Enhancing schools as enabling spaces through relational and responsible leadership WERA 2018 Brigitte Smit, UNISA, [email protected] Regional 2. The new secularism in schooling in France, the United States and Turkey Committee 3. Understand factors related to achievement as a mechanism towards enabled learning Carolyn Herrington, Florida State University, United States of America, [email protected] Invited environments: The role of opportunities to learn as well as safe and orderly environments Symposium 3. Teaching of Ethics in Poland, Germany and Norway. What about the Role of Religious Education? Vanessa Scherman, UNISA, [email protected]; Surette van Staden, University of Pretoria, surette. Andrzej Maciej Kaniowski, University of Lodz, Poland, [email protected] [email protected] 4. Money versus the Soul: Neoliberal Economics and Teacher Professional Identities in post-Soviet Russia 4. Social contexts and processes as precursors for effective learning: reflections on schools as Elena Minina, Higher School of Economics, Russian Federation, [email protected] enabling environments Mahlapahlapana Themane, University of Limpopo, [email protected] friday | 3 august | day 1 day | august 3 | friday 5. Chinese Experience: How Confucius Build His Key Competencies System 1 day | august 3 | friday Xiao-zhu Huang, Qingdao University, People’s Republic of China, [email protected]; Yousheng Wang, Discussant: Linda Liebenberg, Dalhousie University, [email protected] Qingdao University, People’s Republic of China, [email protected]; Delin Li, Qingdao University, People’s Republic of China, [email protected] 13:30 - 15:00 Venue: Vasco da Gama Hahai nō ka ua i ka ululāʻau: Empowering Educators through the STEMS^2 Lenses Organizer and Chair: Tara O’Neill, University of Hawaii - Manoa, United States of America, [email protected] 1. STEMS2: Empowering Educators and the Youth they teach to Re-envision STEM Education Through the Lens of Place and Sense of Place Tara O’Neill, University of Hawaii, The United States of America, [email protected] 2. The Beauty of Mauna Kea Eomailani Kukahiko, University of Hawaii, The United States of America, [email protected] 3. Sense of Place in STEMS2: A Catalyst For Global Citizenship Waynele Yu, University of Hawaii, The United States of America, [email protected] Discussant: Joe Zilliox, University of Hawaii, The United States of America, [email protected]

Page 22 Page 23 session 1.3 | 13:30 - 15:00 session 1.3 | 13:30 - 15:00 13:30 - 15:00 Venue: Bartholomew Diaz 13:30 - 15:00 Venue: Schappen-Edward A Transformative Approach Towards Responsiveness to the ‘street kids’ Phenomenon in Arban areas: A A Global Perspective on Early Childhood Education Gigher Education Perspective Chair: Anna Moldenhauer, Humboldt University, Berlin, Germany, [email protected] Organizer and Chair: Patricia Neo Maseko, University of the Free State, South Africa, [email protected] 1. Training Bedouin Women for the Workforce as Educators in the Pre-School Sector 1. A transformative approach towards responsiveness to the ‘street kids’ phenomenon in urban areas: A Ayelet Giladi, The Hebrew University of Jerusalem, Israel, [email protected]; Haneen Magadlh’, The higher education perspective Hebrew University of Jerusalem, Israel, [email protected] Neo Patricia Maseko, University of the Free State, South Africa, [email protected]; Paul Munje, University of 2. Exploring the Quality Indicators of a Successful Full-Inclusion Preschool Programme: A Step Toward the Free State, [email protected]; Fumane Khanare, University of the Free State, [email protected] Worldwide Inclusion at an Early Age 2. A transformative approach towards responsiveness to the ‘street kids’ phenomenon in urban areas: A Susan Rae Warren, Azusa Pacific University, United States of America, [email protected] higher education perspective 3. Universal Preschool- and School-Based Education Programmes for Reducing Ethnic Prejudice among Patricia Neo Maseko, University of the Free State, South Africa, [email protected]; Paul Munje, University Children Aged 3-11: A Systematic Review and Meta- Analysis of the Free State, South Africa, [email protected]; Fumane Khanare, University of the Free State, South Africa, Ciara Keenan, Queen’s University Belfast, United Kingdom, [email protected] [email protected] 4. A parental perspective of school and familial curriculum making: a narrative inquiry of early childhood 3. A transformative approach towards responsiveness to the ‘street kids’ phenomenon in urban areas: A education planning in Hong Kong higher education perspective Keisha Siriboe, University of Hong Kong, Hong Kong S.A.R. (China), [email protected] Patricia Neo Maseko, University of the Free State, South Africa, [email protected]; Paul Munje, University 5. Practitioners’ experiences of play as a pedagogy for learning in early childhood centres of the Free State, South Africa, [email protected]; Fumane Khanare, University of the Free State, South Africa, Mahudi Mofokeng, University of Free State, South Africa, [email protected] [email protected] Discussants: Paul Munje, University of the Free State, [email protected]; Fumane Khanare, University of the Free State, [email protected] 13:30 - 15:00 Venue: Robben Island Global Social Context for Transformation 13:30 - 15:00 Venue: Sir Francis Drake Chair: Dipane Joseph Hlalele, University of Kwazulu-Natal, South Africa, [email protected] International Views on Students with Disabilities and Special Needs 1. Development of the Turkish Version of the Principles of Adult Learning Scale Özlem Ünlühisarcıklı, Bogazici University, Turkey, [email protected]; Bengü Börkan, Bogazici University, Chair: Alison Taysum, University of Leicester, United Kingdom, [email protected] Turkey, [email protected] 1. Training mathematics teachers: are we covering our bases? 2. Impact of work-related stress (WRS) and work-family interference (WFI) on well-being outcomes of Lucia Sonja van Putten, University of Pretoria, South Africa, [email protected]; Priestly Malambo, Ghanaian professional women: Who is at risk? University of Zambia, [email protected]; Hanlie Botha, University of Pretoria, South Africa, hanlie.botha@ Paul Kobina Annan Bedu-Addo, University of Education, Winneba - Ghana, Ghana, [email protected] up.ac.za; Gerrit Stols, University of Pretoria, South Africa, [email protected] 3. Is education a welfare function of State in global south? A study of three worlds of education welfare 2. Secondary Mathematics Teacher Self-Efficacy: Professional Development Pre- and Post-Survey Findings states in south Asia Sandra Bonorden Nite, Texas A&M University, United States of America, [email protected], Ali Bicer, Texas A&M Bharat Chandra Rout, University of Missouri, United States of America, [email protected] University, United States of America, [email protected] 4. Involve and acknowledge community-based knowledge holders by building trusting relationships for 3. Student-Teacher Gender Effects: Self-Esteem and School Satisfaction in Math and Science sustainability Linh Dang, University of Rochester, United States of America, [email protected]; Daniela Luengo Aravena, Rubina Setlhare, University of Johannesburg, South Africa, [email protected] University of Rochester, United States of America, [email protected] 5. An anthropological approach to non-institutional training within the wedding industry: the case of the 4. Assessment of science teachers’ career satisfaction, organizational climate and job performance in rural wedding planners learning ecologies Cristina Teixeira Marins, Universidade Federal Fluminense, Brazil, [email protected] Yinusa Akintoye Faremi, University of the Free State, Bloemfontein, South Africa, [email protected]; friday | 3 august | day 1 day | august 3 | friday Loyiso C. Jita, University of the Free State, Bloemfontein, South Africa, [email protected] 1 day | august 3 | friday 13:30 - 15:00 Venue: Marco Polo Complexities of Curriculum in Worldwide Education Research Chair: Eugene Gabriel, Machimana, University of Pretoria, South Africa, [email protected] 1. Assessment Level of Teacher Motivation for Effective Curriculum Delivery at the Classroom Level in Yenagoa Local Government Area of Bayelsa State of Nigeria Comfort Ebere Mbachu, Niger Delta University, Nigeria, [email protected] 2. Chronicling practitioners’ experiences in implementing the birth to four curriculum in the Free State Province Margaret Nelisiwe Gabela, University of the Free State, South Africa, [email protected] 3. The Curricular Enactment In The Context Of The Polytechnic High School: Study About The Integrated Seminars Tábata Valesca Corrêa, UFRGS, Brazil, [email protected] 4. Knowledge at the margins: engaging students as curriculum workers Barend Rudolf Buys, Cornerstone Institute, South Africa, [email protected] 5. Executive functions in the SA National Curriculum Framework for children from birth to four: An interpretation Celia Booyse, Umalusi, South Africa, [email protected]; Sisanda Loni, Umalusi, South Africa, sisanda. [email protected] Page 24 Page 25 session 1.3 | 13:30 - 15:00 session 1.3 | 13:30 - 15:00 13:30 - 15:00 Venue: Victoria 13:30 - 15:00 Venue: Old Harbour Lobby School-Based Research through International Collaboration Poster Sessions Chair: Lynette Shultz, University of Alberta, Canada, [email protected] 7. Increasing Reading Comprehension to Improve Standardized SBAC Math Scores 1. Reflecting on the pros and cons of international inter-institutional collaboration when conducting Michelle Holloway, California State University Dominguez Hills, United States of America, mholloway1@ participatory intervention school-based research toromail.csudh.edu; Saili Kulkarni, California State University Dominguez Hills, United States of America, Ronél Ferreira, University of Pretoria, South Africa, [email protected]; Karien Botha, University of Pretoria, South Africa, [email protected]; William Fraser, University of Pretoria, South Africa, [email protected]. [email protected] za; Peet Du Toit, University of Pretoria, South Africa, [email protected]; Gerda Gericke, University of Pretoria, 8. Class size, investment in education and student’s science achievement around the world: are these South Africa, [email protected]; Ann Higgins-D’Alessandro, Fordham University, USA, [email protected]; factors relationed? Rachel Annunziato, Fordham University, USA, [email protected]; Natasha Chaku, Fordham University, USA, Eveline Borges Vilela-Ribeiro, Universidade Federal de Goiás, Brazil, [email protected]; Matheus de [email protected] Souza Lima-Ribeiro, Universidade Federal de Goiás, Brazil, [email protected]; Anna Maria Canavarro 2. School-based teacher collaboration: beliefs and conditions in Chile and Portugal Benite, Universidade Federal de Goiás, Brazil, [email protected] Beatrice Avalos-Bevan, University of Chile, Chile, [email protected]; Maria Assuncao Flores, University of Minho, Portugal, [email protected] 9. Exploring the Impact of Learning Style-Based Instructions on Grade 11 Learners’ Achievement in Physical 3. Teacher Collaboration for Instructional Improvement and Supports for Implementation: The Case of The Sciences Instructional Partnership Initiative Sakyiwaa Danso, University of the Witwatersrand, South Africa, [email protected]; Emmanuel Ellen Goldring, Peabody College, Vanderbilt University, United States of America, [email protected]; Mushayikwa, University of the Witwatersrand, South Africa, [email protected] Mollie Rubin, Peabody College, Vanderbilt University, United States of America, [email protected]; Marisa 10. A New Literacy Coach and two English Language Arts Teachers Learn Together: A Narrative Inquiry Cannata, Peabody College, Vanderbilt University, United States of America, [email protected]; Michael Neel, Peabody College, Vanderbilt University, United States of America, [email protected] Christiana Cobb Succar, University of South Florida, United States of America, [email protected] 4. The Realities and Challenges of Regionalization of Higher Education in the Arab Gulf Region 11. Socially Empowered Learning Research Around the World: State of the Knowledge and Lessons from the Hayfa Jafar, University of Toronto, [email protected] Field 5. The Potential and Challenges of Intergovernmental Universities: The Case of South Asian University Brittany Harker Martin, , Canada, [email protected] Leyla Radjai, Waseda University, [email protected] 12. Negative Experiences In Math Shifting Mindsets Juanita Ann Morris, Teachers College, Columbia University, United States of America, [email protected] 13:30 - 15:00 Venue: Old Harbour Lobby 13. Asian American Parents’ Role in Teaching Their Heritage Language Poster Sessions Guang Lea Lee, Old Dominion University, United States of America, [email protected]; Abha Gupta (Old Dominion 1. Provisions of Private Tutoring for Children with Dyslexia in England: Looking Behind the Invisible Scenes University, United States of America, [email protected] Avik Banerjee, Plymouth Marjon University, United Kingdom, [email protected] 14. Training in research as a potential predictor of research output: the case of the University of Zambia 2. Measuring changes in trauma-related symptomatology of school-aged children in a therapeutic afterschool Madalitso Khulupirika Banja, University of Zambia, Zambia, [email protected] programme 15. A Comparative Narrative Analysis of Multicultural Education in Four Countries Erica Deshpande, William James College, United States of America, [email protected] Joy Marie Anderson, , United States of America, [email protected] 3. Play as a Cultural Phenomenon: Preliminary Results from the Project ‘Formulating a System of Indicators for 16. Internationalizing Graduate Curricula: A Case Study in Educational Leadership Assessing Acknowledgement of the Child’s Right to Play’, by the Spanish Observatory of Children’s Play D. Eric Archer, Western Michigan University, United States of America, [email protected]; Ramona Lewis, Gonzalo Jover, Universidad Complutense - Madrid, Spain, [email protected] Western Michigan University, United States of America, [email protected] 4. An international educational correspondent network – The correspondence of Wilhelm Rein (1847-1929) as 17. The sustainable way of teaching Mathematical content to Afromontane learners through the use of an access to an international history of education malepa game Katja Grundig de Vazquez, Universität Duisburg-essen, Germany, [email protected] Tshele John Moloi, University of the Free State, South Africa, [email protected] friday | 3 august | day 1 day | august 3 | friday 1 day | august 3 | friday 5. Abdias Nascimento academic development programme: curriculum innovations in higher education 18. Designing Engaging Science Education Units for Finnish Secondary Classrooms Tatiane Cosentino Rodrigues, Universidade Federal de São Carlos, [email protected]; Ana Cristina Jari Lavonen, University of Helsinki, Finland & University of Johannesburg, [email protected]; Janna Juvenal da Cruz, Universidade Federal de São Carlos, [email protected]; Fernanda Vieira da Silva Santos, Inkinen, University of Helsinki, [email protected]; Kalle Juuti, University of Helsinki, kalle.juuti@helsinki. Universidade Federal de São Carlos, [email protected]; Anete Abramowicz, Universidade Federal de São fi; Katariina Salmela-Aro, University of Helsinki, [email protected]; Joe Krajcik, Michigan State Carlos, [email protected]; Veronique Francis, Universitè Paris Nanterre, [email protected] University, [email protected]; Barbara Schneider, Michigan State University, [email protected] 6. Educational Action Research for Reconstruction in Disaster Areas -Focusing on Transformation of Volunteer 19. Understanding Teacher and Student Talk Across Global Classroom Contexts Students- Rachel Miriam Vriend Croninger, The Pennsylvania State University, United States of America, [email protected]; Shun ITO, Osaka University, Japan, [email protected] Sara Elizabeth Baszczewski, The Pennsylvania State University, United States of America, [email protected]; P. Karen Murphy, The Pennsylvania State University, United States of America, [email protected]; Liwei Wei, The Pennsylvania State University, United States of America, [email protected]; Funke Omidire, University of Pretoria, South Africa, [email protected]; Liesel Ebersöhn, University of Pretoria, South Africa, liesel.ebersohn@

Page 26 Page 27 session 1.4 | 15:10 - 16:40 session 1.4 | 15:10 - 16:40 15:10 - 16:40 Venue: Ballroom East 15:10 - 16:40 Venue: Sir Francis Drake Creating a Doctoral Network for Teacher Education In Africa International Perspectives on Technology and Mathematics Intervention and Support Organizer: Irma Eloff, University of Pretoria, South Africa, [email protected] Chair: Angela Pickels Branyon, University of West Georgia, United States, [email protected] Chair: Ronel De Villiers, University of Pretoria, South Africa, [email protected] 1. Mathematics teachers’ use of an online platform in resource-constrained communities 1. Context for Doctoral Education in Teacher Education in Africa Gerrit Stols, University of Pretoria, South Africa, [email protected]; Ronél Ferreira, University of Pretoria, South Irma Eloff, University of Pretoria, South Africa, [email protected]; Antonio Cipriano Gonçalves, Africa, [email protected]; Andre Pelser, University of the Free State, South Africa, [email protected]; Alta Mocambique; Alois Chiromo, Zimbabwe; Therese Tchombe, Cameroon; Amani Ibrahim Abed Elgafar, WERA 2018 Van der Merwe, University of Pretoria, South Africa, [email protected] Sudan; Hyleen Mariaye, Mauritius Regional Committee 2. Reflections on a school based intervention by the CTS Education 2. Literature Review Invited Raimunda Leila José da Silva, Secretaria Municipal de Educação de Formosa, Brazil, [email protected] Irma Eloff, University of Pretoria, South Africa, [email protected]; Antonio Cipriano Gonçalves, Symposium Mocambique; Alois Chiromo, Zimbabwe; Therese Tchombe, Cameroon; Amani Ibrahim Abed Elgafar, 3. Supporting the Development of High-Quality Mathematics Instruction in Large Urban School Districts Sudan; Hyleen Mariaye, Mauritius in the United States and In China: Comparing Systems of School and District Supports for Instructional Improvement 3. The Challenges of creating a DNTEA Erin Craig Henrick, Vanderbilt University, United States of America, [email protected]; Emily Kern, Irma Eloff, University of Pretoria, South Africa, [email protected]; Antonio Cipriano Gonçalves, Mocambique; Alois Vanderbilt University, United States of America, [email protected]; Paul Cobb, Vanderbilt University, Chiromo, Zimbabwe; Therese Tchombe, Cameroon; Amani Ibrahim Abed Elgafar, Sudan; Hyleen Mariaye, Mauritius United States of America, [email protected]; Thomas Smith, University of California Riverside, United 4. The Opportunities of creating a DNTEA States of America, [email protected]; Kara Jackson, University of Washington, United States of America, Irma Eloff, University of Pretoria, South Africa, [email protected]; Antonio Cipriano Gonçalves, Mocambique; Alois [email protected] Chiromo, Zimbabwe; Therese Tchombe, Cameroon; Amani Ibrahim Abed Elgafar, Sudan; Hyleen Mariaye, Mauritius 4. The Jaime Escalante Math Programme - an Effective Mathematics Intervention Programme for Urban 5. The Framework for a Doctoral Network in Teacher Education in Africa (DNTEA) Middle School Students Irma Eloff, University of Pretoria, South Africa, [email protected]; Antonio Cipriano Gonçalves, Mocambique; Alois Bryan Dewitt Bowens, Kern High School District, United States of America, [email protected] Chiromo, Zimbabwe; Therese Tchombe, Cameroon; Amani Ibrahim Abed Elgafar, Sudan; Hyleen Mariaye, Mauritius Discussant: Prof Christian Kraler, University of Innsbruck, Austria, [email protected] 15:10 - 16:40 Venue: Marco Polo Global Views on Pre-Service Teachers Education 15:10 - 16:40 Venue: Ballroom West Chair: Dina C. Castro, University of North Texas, United States, [email protected] GERA-Germany Invited Symposium: Re-imagining Organizational Education: Organizing Societal 1. Combating the classroom imagination deficit: Increasing pre-service teachers’ ideation self-efficacy for Innovation into Sustainability creative teaching and learning Michael Martin Flannery, Marino Institute of Education, Trinity College Dublin, Ireland, [email protected] Organizers and Co-Chairs: Susanne Maria Weber, Phillips University of Marburg, Germany, Susanne.maria.weber@staff. uni-marburg.de 2. Social Side of Teacher Education from England, Spain, and US: The Role of Efficacy in Exploration and 1. Community-based Social and Solidarity Economy and societal Innovation Exchange in Pre-service Teachers Susanne Elsen, University of Bolzano, [email protected] WERA Yi-Hwa Liou, National Taipei University of Education, Taiwan, [email protected]; Alan J. Daly, University of Member California, San Diego, USA, [email protected]; Christopher Downey, University of Southampton, UK, c.j.downey@ 2. Ecosocial innovations – models for inclusive and sustainable societies? Association soton.ac.uk; Christian Bokhove, University of Southampton, UK, [email protected]; Mireia Civís, Universitat Ingo Stamm, University of Jyvaskyla, [email protected]; Tuuli Hirvilammi, Kokkola Invited Ramon Llull, Spain, [email protected]; Jordi Díaz-Gibson, Universitat Ramon Llull, Spain, jorgedg@ University Consortium, [email protected]; Aila-Leena Matthies, University of Jyvaskyla, Symposium blanquerna.url.edu; Susana López, Universitat Ramon Llull, Spain, [email protected] [email protected]; Kati Nähri, Kokkola University Consortium, [email protected] 3. Becoming teacher candidates in India and The United States 3. Sustainability Innovation-Labs: Walking the path towards regional system innovations Kajal Sinha, University of Georgia, United States of America, [email protected] friday | 3 august | day 1 day | august 3 | friday Susanne Maria Weber, Phillips University of Marburg, [email protected] 1 day | august 3 | friday 4. Filling gaps and expanding spaces – voices of student teachers taking agency of their own developing Discussant: Susanne Elsen, University of Bolzano, [email protected] teacher identity during teaching practice William John Fraser, University of Pretoria, South Africa, [email protected]; Ronel Ferreira, University of 15:10 - 16:40 Venue: Bartholomew Diaz Pretoria, South Africa, [email protected]; Eric Eberlein, University of Pretoria, South Africa, eric.eberlein@ Decolonizing Qualitative Methodologies For and By the Caribbean: Implications for Critical Researchers up.ac.za; Soja van Putten, University of Pretoria, South Africa, [email protected], Judy van Heerden, University of Pretoria, South Africa, [email protected]; Snowing Xia, North-East Normal University, Organizer and Chair: Frank Tuitt, University of Denver, [email protected]; Saran Stewart, University of the West Indies, Changchun, China, [email protected]; Xingxiu Yang, North-East Normal University, Changchun, China, Jamaica, [email protected] [email protected] 1. From Slave Narratives to ‘Groundings’: Mapping the Caribbean within the Centre of Decolonizing Qualitative Approaches Saran Stewart, University of the West Indies, [email protected] 2. An Inductive Meta-Synthesis of Qualitative Educational Research in the English Speaking Caribbean: 1990–2016 Amanda Thomas, University of Denver, [email protected] 3. A Missing Part of the Whole: Mathematics Performance in Dominica, Lessons from a Qualitative, Microgenetic, Decolonizing Study on Fraction Learning Lois George, University of the West Indies, [email protected] 4. Disrupting the Colonial Gaze: Emancipatory Imaginings of a Caribbean Centered Research Frank Tuitt, University of Denver, [email protected]; Saran Stewart, University of the West Indies, Jamaica, saranstewart@ gmail.com Discussant: Frank Tuitt, University of Denver, [email protected]

Page 28 Page 29 session 1.4 | 15:10 - 16:40 session 1.5 | 16:50 - 18:20 15:10 - 16:40 Venue: Schappen-Edward 16:50 - 18:20 Venue: Ballroom East Factors Influencing School Progression, Motivation and Graduation through Global Lenses Teacher Decisions about Curriculum and Instruction in South Africa and Lesotho Chair: Carol Sue Christy, Georgia College, United States, [email protected] Organizer and Chair: Loyiso Currell Jita, University of the Free State, South Africa, [email protected] 1. Understanding school dropout among secondary school learners: Decision making process and impact. 1. Pre-service teachers’ decisions on the use of ICTs to teach science Roswitta Gatsi, University of Pretoria, University of Zimbabwe, [email protected]; Funke Omidire, University of Thuthukile Jita, University of the Free State, [email protected] Pretoria, [email protected]; Salome Human- Vogel, University of Pretoria, [email protected] WERA 2018 2. Individual and family factors influence incompletion of primary school in rural Malawi: Focusing on grade 2. Using the Concerns Based Adoption Model to examine Lesotho teachers concerns Regional repetition, dropout and transfer with the new curriculum Committee Kyoko Taniguchi, Nagoya University, Japan, [email protected] Mapapali Tafai, University of the Free State, [email protected] Invited Symposium 3. The Relationship Between Suspensions, Achievement, and Graduation Kyndra Violetta Middleton, Howard 3. Teachers’ implementation of the new integrated curriculum in Lesotho University, United States of America, [email protected] Lerato Ralebese, University of the Free State, [email protected] 4. External control relates to lower motivational quality across multiple school subjects 4. South African teacher’s decision-making about content and instruction in science and mathematics W. L. Quint Oga-Baldwin, Waseda University, Japan, [email protected]; Luke K. Fryer, University of Hong Kong, Hong classrooms Kong, [email protected] Loyiso Currell Jita, University of the Free State, South Africa, [email protected] 5. The Role Of Exclusionary School Practices In Justice System Involvement By Males And Females Linda Liebenberg, UNISA, South Africa, [email protected]; Jackie Sanders, Massey University, New Zealand, Discussant: Simon Mokakatlela Mosia, Sol Plaatje University, [email protected]; Nomalanga [email protected]; Robyn Munford, Massey University, New Zealand, [email protected] Grootboom, University of South Africa, [email protected]

15:10 - 16:40 Venue: Robben Island 16:50 - 18:20 Venue: Ballroom West International Perspectives on Curriculum Reform for a Sustainable Society Extended Education – an Emerging Global Research Field Chair: Don Albert Klinger, University of Waikato, New Zealand, [email protected] Organizer and Chair: Ludwig Stecher, University of Giessen, Germany, [email protected] 1. Citizenship idea reshaped in political transitions: what social actors influenced the rewriting of school 1. Effective Extended Eduation from an International Point of View curriculums in Chile, Argentina and Uruguay Ludwig Stecher, University of Giessen, Germany, [email protected]; WERA Violeta Vainer, FLACSO, Argentine Republic, [email protected] Marianne Schüpbach, University of Bamberg, Germany, [email protected] International 2. The contributions of the notion of territory-effect to the analysis of curricular processes Research 2. Sexualized Violence Peer to Peer – Consequences for Designing Safe Extended Education Network (IRN) Graziella Souza dos Santos, Secretaria Municipal de Educação de Porto Alegre-RS-Brasil, Brazil, [email protected] Programs Invited 3. Teacher Education for Curriculum Differentiation in four South African provinces Sabine Maschke, University of Marburg, Germany, [email protected] Symposium Elizabeth Hooijer, University of Johannesburg, South Africa, [email protected]; Jean Veronica Fourie, University of Johannesburg, South Africa, [email protected] 3. Students‘ composition in extracurricular courses on reading and natural sciences in German all-day schools: Another segregation effect in the German school system? 4. [Re]framing strategies for an integrated multicultural education process for a decolonized curriculum Karin Lossen, University of Dortmund, Germany, [email protected]; Wolfram Rollett, Micheal van Wyk, University of South Africa, South Africa, [email protected] University of Education Freiburg, Germany, [email protected]; Heinz-Günter 5. Developing a Worldwide Culture of Environmentalism Through Service and Outdoor Learning Holtappels, University of Dortmund, Germany, [email protected] Kelly Lynn Hatch, The University of Wisconsin-Whitewater, United States of America, [email protected] Discussant: Ludwig Stecher, University of Giessen, Germany, [email protected] 15:10 - 16:40 Venue: Victoria Societal Development and the Life World Surrounding Education through Global Lenses 16:50 - 18:20 Venue: Vasco da Gama

friday | 3 august | day 1 day | august 3 | friday Chair: Fang Gao, The Education University of Hong Kong, Hong Kong, [email protected] Promoting Special Needs Education and the Implementation of Inclusive Education Policy in South Africa 1 day | august 3 | friday 1. The paradox of Russian education in the international comparative perspective: towards novel theoretical Organizer and Chair: Ronél Ferreira, University of Pretoria, South Africa, [email protected] framework linking education, economic growth and societal development Pavel Sorokin, National Research University Higher School of Economics, Russian Federation, [email protected]; Isak 1. Pathways to developing a teacher education qualification for learners who are visually impaired Froumin, National Research University Higher School of Economics, Russian Federation, [email protected] Ronél Ferreira, University of Pretoria, [email protected]; Maximus Sefotho, University of Pretoria, maximus. [email protected]; Maesala Thabe, University of Pretoria, [email protected]; Ruth Mampane, University of 2. Micro-finance Bank Activities as a Correlate to National Youth Service Corps Members Entrepreneurial Pretoria, [email protected] Empowerment in Oyo State, Nigeria Afolakemi & Olasumbo Oredein, Lead City University, Nigeria, [email protected]; Joanna Aderonke Adeoye, 2. (What) Can we learn from developing countries in the field of Early Intervention and Paediatric Hearing Lead City University, Nigeria, [email protected] loss? Claudine Störbeck, University of the Witwatersrand, [email protected] 3. Cultural-Historical Activity Theory – and a renewed focus on ‘rules’ and ‘division of labour’ as nodes in an activity system – as a research lens that fosters a worldwide perspective on perennial issues in education 3. Supporting learners with Neurodevelopmental disorders in South African schools Josef De Beer, North-West University, South Africa, [email protected]; Elsa Mentz, North-West University, Helen Dunbar-Krige, University of Johannesburg, [email protected]; Jean Fourie, University of Johannesburg, South Africa, [email protected] [email protected] 4. Transforming Teaching of Philosophy in Legal Education: A Multi- Jurisprudential Approach 4. Strengthening teaching for learners with severe to profound sensory or intellectual impairment Maryam Abdullah, Malaysian Association For Education/MAE, Malaysia, [email protected], Ibrahim Ahmad Jane Kelly, University of Cape Town, [email protected]; Nozwelo Shanda, University of Cape Town, Bajunid, Malaysian Association For Education/MAE, Malaysia, [email protected] [email protected]; Judith McKenzie, University of Cape Town, [email protected]; Brian Watermeyer, University of Cape Town, [email protected] 5. Can Major Personality Traits Determine What Students Know about the Environment? The Case of Urban Learning Spaces Discussant: Maximus Sefotho, University of Pretoria, [email protected] Olugbenga Adedayo IGE, Postdoctoral Research Fellow, SANRAL Chair in Science and Mathematics Education: Office of the Dean, Faculty: Education, South Africa, [email protected]; Loyiso C. Jita, Dean and SANRAL Chair in Science and Mathematics Education, Faculty: Education, South Africa, [email protected]; Thuthukile Jita, Faculty: Education, South Africa, [email protected] Page 30 Page 31 session 1.5 | 16:50 - 18:20 session 1.5 | 16:50 - 18:20 16:50 - 18:20 Venue: Bartholomew Diaz 16:50 - 18:20 Venue: Marco Polo Risk and Innovation in a Teacher Education Research Partnership between a Finnish and a South African Academic Achievement within a Global Context University Chair: Katja Grundig de Vazquez, Universität Duisburg-essen, Germany, [email protected] Organizer and Chair: Nadine Felicity Petersen, University of Johannesburg, South Africa, [email protected] 1. The Impact of Grade Span Configuration on the Academic Achievement of Middle School Students in Texas 1. Surveying student teachers learning in teacher training schools at the Universities of Helsinki and Marlene Dior Blandon, Texas Southern University, United States of America, [email protected]; Collette Johannesburg Madeleine Bloom, Texas Southern University, United States of America, [email protected] Jari Lavonen, University of Helsinki, [email protected]; Elizabeth Henning, University of Johannesburg, 2. Are our children learning? Trends in learning outcomes in East Africa over a 5-year period (2011-2015)Mary [email protected]; Ari Myllyviita, University of Helsinki, [email protected] Goretti Nakabugo, Twaweza East Africa, Uganda, [email protected]; Zaida Mgalla, Twaweza East Africa, 2. Coherence in the practicum through service learning Tanzania, [email protected]; Emmanuel Manyasa, Twaweza East Africa, Kenya, [email protected]; Amos Gadija Petker, University of Johannesburg, [email protected]; Elizabeth Henning, University of Johannesburg, Kaburu, Twaweza East Africa, Kenya, [email protected]; Faridah Nassereka, Twaweza East Africa, Uganda, [email protected] [email protected]; Richard Temu, Twaweza East Africa, Tanzania, [email protected] 3. General pedagogical knowledge dominates 3. Students’ Achievement Press And Teacher Commitment: A Spotlight On Learners’ Performance In Grade 12 Adeniran Anni Loukomies, University of Helsinki, [email protected]; Nadine Petersen, University of Johannesburg, Gregory Adewusi, University of Pretoria, South Africa, [email protected]; Funke Margret Omidire, University [email protected] of Pretoria, South Africa, [email protected]; Salome Human Vogel, University of Pretoria, South Africa, [email protected] 4. Affordances and challenges of student teacher learning in a teaching school Sarita Ramsaroop, University of Johannesburg, [email protected]; Sarah Gravett, University of Johannesburg, 4. Thinking disposition factors influencing school prefects’academic achievement in civic education concepts [email protected] Olugbenga Adedayo IGE, University of the Free State, South Africa, [email protected]; Dipane Joseph Hlalele, University of the Free State, South Africa, [email protected] 5. Establishing a governance model for a teaching school at the University of Johannesburg Coert Loock, University of Johannesburg, [email protected] 5. Understanding resilience processes and their relevance to teacher-student interactions Discussant: Josef de Beer, North West University, [email protected] Linda Liebenberg, UNISA, South Africa, [email protected] 16:50 - 18:20 Venue: Schappen-Edward 16:50 - 18:20 Venue: Sir Francis Drake Worldwide Perspective on Undergraduate Students in Higher Education Educational Support through International Lenses Chair: Kyndra Violetta, Middleton, Howard University, United States, [email protected] Chair: Tatiane Cosentino Rodrigues, Universidade Federal de São Carlos, Brazil, [email protected] 1. Rural and Irrelevant: exploration of learning challenges among undergraduates’ rural universities 1. Mathematics teachers’ use of an online platform in resource-constrained communities Chinaza Uleanya, University of Zululand, South Africa, [email protected]; Bongani Thulani Gamede, Investigating K-12 Educator’s Perceptions of their Teaching for Global Readiness and Supports Needed to University of Zululand, South Africa, [email protected]; Philip Kutame, University of Zululand, South Africa, Provide an Equitable Education for All Students [email protected] Jamie Schlais Barnes, Global Evaluation LLC, United States of America; Virginia Commonwealth University, jamie. 2. National Differences in Student Engagement: Comparison of the US, Chinese, and Russian Research [email protected] Universities 2. The expert teacher designation as a globally significant phenomenon: a critical realist perspective and Natalia Maloshonok, National Research University Higher School of Economics, Russian Federation, nmaloshonok@ analysis hse.ru Andy Cecil Goodwyn, University of Bedfordshire, United Kingdom, [email protected] 3. The Abyss between Educational Programs for the First-Year Student in Japan and the First-Year Experience in 3. The realities of educator support in a South African education district the United States of America Samson Gugulethu Nkambule, University of Pretoria, South Africa, [email protected]; Christina Akiyo Kaneko, Bunri University of Hospitality, Japan; [email protected]

friday | 3 august | day 1 day | august 3 | friday Amsterdam, University of Pretoria, South Africa, [email protected] 4. Exploring the challenges faced by the first year undergraduate education students at University 4. Experiences of District Based Support Team with regards to Screening, Identification, Assessment and Angelina Popyeni Amushigamo, University of Namibia, Namibia, [email protected] saturday | 4 august | day 2 day | august 4 | saturday Support policy implementation in Zululand District, kwaZulu Natal 5. Enhancing cohesion and coherence in academic essay writing amongst senior undergraduate students of Phindile Doreen Zulu, Univesity of South Africa, South Africa, [email protected] Education 5. The role of school psychologists in providing psycho-educational support for orphans and vulnerable Maseeeng Papashane, University of the Free State, South Africa, [email protected] children living in community-based homes in Africa Jace Pillay, University of Johannesburg, South Africa, [email protected]

Page 32 Page 33 session 1.5 | 16:50 - 18:20 session 2.1 | 08:30 - 10:00 16:50 - 18:20 Venue: Robben Island 08:30 - 10:00 Venue: Ballroom East Innovative Pedagogy in Education Worldwide Social and Political Contexts of Education Transformation in the Global South Chair: Ronel De Villiers, University of Pretoria, South Africa, [email protected] Organizer: Liesel Ebersöhn, University of Pretoria, South Africa, [email protected] 1. Imagining Taboos in the Medium of Film: The Transformational Power of Aesthetic Experience in Chair: Tsepo Mokuku, University of Lesotho, [email protected] Educational Contexts 1. Feminism student movement in Chile: An attempt to make visible the colonial structure Nadja Maria Köffler, University of Innsbruck, Austria, [email protected]; Evi Agostini, University of installed in institutions and minds Innsbruck, Austria, [email protected] Roxana Chiappa, University of Washington, USA, [email protected] 2. Using Poetry as a Tool for the Development of Empathy in Medicine 2. Gender and ethnicity as disputed categories in the search of educational transformation: Rui Ying Goh, National University of Singapore, Singapore, [email protected]; Lai Yong Tan, National challenges from Latin American contexts WERA 2018 University of Singapore, Singapore, [email protected]; Jeffrey Chua, HealthServe, Singapore, jeffrey@ Patricia Ames, Pontificia Universidad Católica del Perú, Peru, [email protected] South-to-South healthserve.org.sg Invited 3. The conundrum of quality education: Education for relevance or education for all? Symposium 3. Using Music to Facilitate Social Inclusion for Institutionalized Probationers Labby Ramrathan, University of Kwazulu-Natal, South Africa, [email protected] Eunice Halim, College of Alice and Peter Tan, National University of Singapore, Singapore, eunicehalimtzx@ 4. AET: Transformative space or catchment area for out-of- school youth? gmail.com; Yan En Koh, College of Alice and Peter Tan, National University of Singapore, Singapore, koh.yan. Doria Daniels, University of Stellenbosch, South Africa, [email protected] [email protected]; Yen Yee Lee, College of Alice and Peter Tan, National University of Singapore, Singapore, yenyee. [email protected]; Jing Yi Ng, College of Alice and Peter Tan, National University of Singapore, Singapore, ngjingyi. 5. Hong Kong-Kenya Service Learning, Transforming or Reinforcing Social and Political Understanding? [email protected]; Nur Amirah Binte Zalizan, College of Alice and Peter Tan, National University of Singapore, Gordon Tsui, The University of Hong Kong, Hong Kong, [email protected] Singapore, [email protected]; Desmond You Sheng Wong, Ministry for Culture, Community and Youth Discussant: Linda Liebenberg, Dalhousie University, Halifax NS, Canada, [email protected] (Project), Singapore, [email protected]; Sue Chang-Koh, College of Alice and Peter Tan, National University of Singapore, Singapore, [email protected] 08:30 - 10:00 Venue: Ballroom West 4. Drama, movement and games – alternative reality around the world? Barbara Rácz, Indipendent Researcher, People’s Republic of China, [email protected] JERA Invited Symposium: Reflection on the Japanese Education Model (J-model) from Global Perspectives 5. Teaching, learning and assessing creativity and critical thinking in education Stéphan Vincent-Lancrin’s , OECD, France, [email protected] Organizer: Manabu Sato, Gakushuin University, Japan, [email protected] Chair: Ying-Yao Cheng, National Sun Yat-sen University, [email protected] 16:50 - 18:20 Venue: Victoria 1. The Two Japanese Models: From “East Asian Model” to School as Learning Community Model under Globalization School Leadership through Cross-National Lenses Manabu Sato, Gakushuin University, Japan, [email protected] WERA Chair: Catrin Renate Siedenbiedel, Universität Kassel, Germany, [email protected] Invited 2. Globalization of Japanese Models of Education: Its History and Prospect Symposium 1. School Leadership Development In A Global Context: A Meta-Analysis Of The Findings Of The Masako Nakamura, J.F.Oberlin University, [email protected] International Study Of The Preparation Of Principals Kobus Mentz, North-West University, South Africa, [email protected]; José María Garduno, Universidad 3. J-model learning assessment for reliving students’ experiences in Ethiopia and Vietnam Autónoma de la Ciudad de México, [email protected], Charles Slater, California State University, Atsushi Tsuku, JICA project in Ethiopia Long-Beach, [email protected] 2. Framing School Leadership Preparation and Development for Kenya: Context Matters 08:30 - 10:00 Venue: Vasco da Gama Janet Mola Okoko, University of Saskatchewan, Canada, [email protected] Sexuality And Reproductive Health Of Adolescents Nyuiemedi Agordzo Edoh-Torgah, Department Of Psychology and Education, University of friday | 3 august | day 1 day | august 3 | friday 3. Understanding School Leadership in Global Contexts: An Examination of School Principals’ Experiences Organizer and Chair: in Kenya Education, Winneba, Ghana, [email protected] Ann Elizabeth Lopez, OISE/University of Toronto, Canada, [email protected]; Peter Rugano, University of 1. Sexual and reproductive health issues: knowledge, attitude and practices of young people in-school 2 day | august 4 | saturday Embu, Kenya, [email protected] with hearing impairment in Ghana 4. Research on Ethics and Educational Leadership in the 21st Century and Beyond Nyuiemedi Agordzo Edoh-Torgah, Department Of Psychology and Education, University of Education, Denver Jade Fowler, California State University, Sacramento, United States of America, [email protected]; Winneba, Ghana, [email protected] Hsien-Yuan Hsu, The University of Texas, United States of America, [email protected]; Raymonnesha 2. The Importance of Sexuality Education for Unmarried Adolescents in Secondary Schools in Calabar, Edwards, Ronald E. McNair Scholar, The University of Mississippi, United States of America, raymonnesha@ Nigeria students.alcorn.edu; Arvin Johnson, Kennesaw State University, United States of America Stella Jacks, University of Calabar, Nigeria, [email protected] 3. Influence of Schools on Adolescent Sexuality In Ghana Felicia Esinam Pufaa, University for Development 18:30 - 19:30 Venue: Ballroom East Studies Faculty of Education, Department of Social Science and Business Education, [email protected]; KEYNOTE ADDRESS, PROF CRAIN SOUDIEN Nyuiemedi Agordzo Edoh-Torgah, Department of Psychology and Education, University of Education, Chair: Ingrid Gogolin, Universität Hamburg, Germany, [email protected] Winneba, Ghana, [email protected] 4. Early Sexual Life: The Perception of Out-Of-School Adolescent Girls at Ashtown of Kumasi Metropolis in Ghana 1. The Politics of Learning: Working with Old and New Challenges and Opportunities in our Schools Ficus Gyasi, Department of Interdisciplinary Studies, College of Technology Education-Kumasi, University of Prof Crain Soudien, Chief Executive Officer of the Human Sciences Research Council South Africa, [email protected] Education, Winneba, [email protected] Discussants: Stella Jacks, University of Calabar, Nigeria, [email protected]; Felicia Esinam Pufaa, University 19:30-21:00 WELCOMING RECEPTION Venue: Restaurant Thirty7 for Development Studies Faculty of Education, Department of Social Science and Business Education, [email protected]

Page 34 Page 35 session 2.1 | 08:30 - 10:00 session 2.1 | 08:30 - 10:00 08:30 - 10:00 Venue: Bartholomew Diaz 08:30 - 10:00 Venue: Marco Polo Advancing Campus-Based Diversity and Inclusion Agendas from an Intersectional Approach Through Worldwide Lenses on the Role of Social Media and Technology in Education Bridging Partnerships across the Academy and Student Affairs: Opportunities, Challenges, and Successes Chair: Adeniran Gregory Adewusi, University of Pretoria, South Africa, [email protected] Organizers and Co-Chairs: Monroe France, New York University, United States of America, [email protected]; Lisa 1. Rayleigh Fading Mitigation Techniques in Mobile Radio Communication Channels for Sustainable Mobile Coleman, New York University, [email protected] Learning Environment in Rural Africa 1. Learning to Plan together: From diversity to unity in the South African context”. In Planning for Diversity – Abubakar Sadiq Bappah, Abubakar Tafawa Balewa University, Bauchi, Nigeria, [email protected]; Bulus Education in Multi-ethnic Societies. IIEP, UNESCO, Paris Jekada, NEMA, North-West Zone Kaduna, Nigeria, [email protected] Teboho Moja, New York University, [email protected] 2. The role of Facebook class groups for informal learning processes and class dynamics 2. Creating seamless connections: Intersecting the social and academic lives of students,” Journal of Student Jaël Muls, Vrije Universiteit Brussel, Belgium, [email protected]; Valérie Thomas, Vrije Universiteit Brussel, Affairs in South Africa, 79-92: 2307-6267. Belgium, [email protected]; Koen Lombaerts, Vrije Universiteit Brussel, Belgium, [email protected]; Teboho Moja, New York University, The United States of America, [email protected]; Monroe France, New York Chang Zhu, Vrije Universiteit Brussel, Belgium, [email protected] University, [email protected] 3. Adoption of Digital Tools by Public Schools: Case Studies from India 3. Internationalizing Your Student Affairs Practice: Global Advice for U.S. Professionals (ROUTLEDGE), Eds: Tanushree Rawat, University of Wisconsin-Madison, United States of America, [email protected]; Karthik Rapaka, Tamara Yakaboski and Brett Perozzi. Indian School of Business, India, [email protected]; Deepa Mani, Indian School of Business, Birgit Schreiber, Stellenbosch University, South Africa, [email protected] India, [email protected] Discussants: Teboho Moja, New York University, The United States of America, [email protected]; Birgit Schreiber, 4. The OECD and Digitalization in Education – A Socio-scientific Discourse Analysis on Education Policy Stellenbosch University, South Africa, [email protected] Recommendations Concerning Digitalization Anna Moldenhauer, Humboldt University, Berlin, Germany, [email protected]; Marc Fabian Buck, 08:30 - 10:00 Venue: Sir Francis Drake Humboldt University, Berlin, Germany, [email protected]; Thomas Koinzer, Humboldt University, Berlin, Germany, [email protected] International Positions on Equality in Education 5. “Technology is the answer, but what was the question?”: About Politics of Educational Borrowing and Chair: Haroon Mahomed, Western Cape Education Department, South Africa, [email protected] policies of technology insertion in schools 1. Role of Equal Opportunity in Educational Attainment: A Case Study of West Bengal State in India Geovana Mendonca Lunardi, Universidade do Estado de Santa Catarina, Brazil, [email protected] Kanak Kanti Bagchi, North Bengal University, India, [email protected] 2. Ethics of educational relationships – international standards? 08:30 - 10:00 Venue: Schappen-Edward Catrin Renate Siedenbiedel, Universität Kassel, Germany, [email protected] An International View of Educational Reform and Policy 3. The flipped classroom – Is it leaving children with special needs and those in rural and impoverished Chair: Haroon Mahomed, Western Cape Education Department, South Africa, [email protected] communities behind? 1. Global Competencies as portrayed and promoted by the OECD: A policy text review Amany Habib, The University of West Florida, United States of America, [email protected]; William Evans, The Susan Ledger, Murdoch University, Australia, [email protected]; Michael Their, University of Oregon, University of West Florida, United States of America, [email protected]; Garry Hornby, Plymouth University, [email protected]; Lucy Bailey, University of Nottingham Malaysia, [email protected]; England, [email protected]; Marcia Pilgrim, Plymouth University, England, [email protected] Christine Pitts, University of Oregon, [email protected] 4. Finding Inclusive and Social Constructivist Practices in Caribbean Classrooms 2. Integrating Indicators of Education Quantity and Quality in Six Francophone African Countries Deon Edwards-Kerr, University of the West Indies, Jamaica, [email protected]; Joan Spencer-Ernandez, Adaiah Keren Lilenstein, University of Stellenbosch, South Africa, [email protected]; Nicholas Spaull, University of the West Indies, Jamaica, [email protected] University of Stellenbosch, South Africa, [email protected] 5. Exclusion of People with Disabilities in the Global South – the Cases of Kazakhstan and Uzbekistan 3. The Development and Features of Health Education Model in Primary and Secondary Schools in China: A Stephan Kehl, University of Rostock, Germany, [email protected] Textual Analysis of Policies after the Reform and Opening Up Ying Yuan, Beijing Normal University, People’s Republic of China, [email protected]; Wenli Liu, Beijing saturday | 4 august | day 2 day | august 4 | saturday Normal University, People’s Republic of China, [email protected] 2 day | august 4 | saturday 4. Implementation of an Israeli Ministry of Education’s policy –Relationship between three hierarchic levels of stakeholders Roni Reingold, Achva Academic College, Israel, [email protected]; Orit Avidov-Ungar, Achva Academic College, Israel, [email protected]

Page 36 Page 37 session 2.1 | 08:30 - 10:00 session 2.2 | 11:20 - 12:50

08:30 - 10:00 Venue: Robben Island 11:20 - 12:50 Venue: Ballroom East International Views on Social Emotional Learning, Identify and Preparation for the Future TERA-Taiwan Invited Symposium: Innovations and Talents Nurturing Chair: Bruna Dalmaso Junqueira, Federal University of Rio Grande do Sul, Brazil, [email protected] in Higher Education in the 21st Century 1. The Significance of Emotions for Educational Biographies – Insights from a multi-methodological and highly Organizer and Chair: Ying-Yao Cheng, National Sun Yat-sen University, [email protected] participatory research project 1. International Collaborations and Exchanges Between Taiwan and Southeast Asia: Higher Matthias Huber, University of Vienna, Austria, [email protected] Education Perspectives Chih-Wen Kuo, National Sun Yat-sen University, [email protected]; 2. Teachers’ Beliefs about Social Emotional Learning: An Essential Factor that Make Change Possible in Primary Hsueh-Hua Chuang, National Sun Yat-sen University, [email protected] WERA Schools in China Member 2. Imagine the future inventors: Development of creative teaching model for engineering Association Yaqing Mao, Beijing Normal University, China, People’s Republic of China, [email protected]; Yuan Du, Beijing students in Taiwan Hsiao-Chi Ho, Providence University, [email protected] Invited Normal University, China, People’s Republic of China, [email protected] Symposium 3. The Role and Responsibility of Universities Today— National Sun Yat-sen University, Taiwan 3. Effects of Adolescents’ Perceptions of Supportive School Contexts on Expected Political Participation: A and the World Ying-Yao Cheng, TERA President/ National Sun Yat-sen University, Taiwan, chengyy@ Person-Centered Analysis mail.nsysu.edu.tw; Chih-Wen Kuo, National Sun Yat-sen University, Taiwan, [email protected] Frank Reichert, The University of Hong Kong, Hong Kong S.A.R. (China), [email protected] 4. Teaching and Learning for Wisdom: Constructing Inclusive New Significant Paradigms for Educational Discussants: Chih-Wen Kuo, National Sun Yat-sen University, [email protected]; Hsueh-Hua Research Chuang, National Sun Yat-sen University, [email protected]; Hsiao-Chi Ho, Providence University, Ibrahim Bin Ahmad Bajunid, Malaysian Association for Education (MAE), Malaysia, [email protected] [email protected] 5. Let’s Play Ball! An Examination Of Athletic Identity On Male Student- Athletes Retention Rate And Graduation Rate At Division I And Division Ii Colleges And Universities 11:20 - 12:50 Venue: Ballroom West Leander Lorenzo Nash, Texas Southern University, United States of America, [email protected]; Colletta Research on Didactics – Learning and Teaching: Global South Perspectives Bloom, Texas Southern University, United States of America, [email protected]; Jessica Davis, Texas Southern Organizers: Ernest Kofi Davis, University of Cape Coast, Ghana, [email protected]; Brian Hudson, University of Sussex, University, United States of America, [email protected] United Kingdom, [email protected] Chair: Brian Hudson, University of Sussex, United Kingdom, [email protected] 08:30 - 10:00 Venue: Victoria 1. An Investigation into Junior High School Students’ Unit Coordination Ability: Higher Education Transformation Worldwide The case of selected schools in two districts in the Central Region of Ghana Chair: A. Lin Goodwin, University of Hong Kong, Hong Kong, [email protected] Ebo Amuah, University of Cape Coast, Ghana, [email protected] WERA 1. The Changes of Higher Education Institutional Landscape in post-Soviet Countries: Reforms and Continuities 2. Exploring Senior High School Students’ Alternative Conceptions on Change of State of Matter International Research Network Godwin Kwame Aboagye, University of Cape Coast, Ghana Daria Platonova, HSE University, Russian Federation, [email protected]; Isak Froumin, HSE University, Russian (IRN) Invited Federation, [email protected]; Anna Smolentseva, HSE University, Russian Federation, [email protected] 3. The Role of Motivation on Performance in Mathematics of Senior High School Students in The Symposium 2. Mapping new and unbundled relationships between private providers and public universities: insights, Cape Coast Metropolis implications and issues Florence Christianah Awoniyi, University of Cape Coast, Ghana, [email protected] Laura Czerniewicz, University of Cape Town, South Africa, [email protected]; Rada Jancic Mogliacci, 4. Pre-Service Teachers’ Conception of an Effective Science Teacher: The Case of Initial Teaching Training University of Cape Town, South Africa, [email protected]; Sukaina Walji, University of Cape Town, South Kenneth Adu-Gyamfi, University of Cape Coast, Ghana, [email protected] Africa, [email protected] 5. The Didactical Phenomenology in Learning the Circle Equation: The Case of the Ghanain High School 3. Redefining quality in higher education: The concept of Juakalization Student Clement Ayarebilla Ali, University of Cape Coast, [email protected]; Ernest Kofi Davis, University of Emmah Mwongeli Muema, Bowling Green State University, United States of America, [email protected]; Mathew Cape Coast, Ghana, [email protected] R. Lavery, Bowling Green State University, United States of America, [email protected] Discussant: Brian Hudson, University of Sussex, United Kingdom, [email protected]

saturday | 4 august | day 2 day | august 4 | saturday 4. Lecturers’ use of peer assessment as a possibility in the era of massification in higher education 2 day | august 4 | saturday Vusi Jan Msiza, UKZN, South Africa, [email protected]; Thabile Aretha Zondi, UKZN, South Africa, zondit2@ukzn. ac.za 5. Measuring Master Level Students Satisfaction - Evidence from University of North Bengal, India Kanchan Datta, University of North Bengal, India, [email protected]

10:10 - 11:10 Venue: Ballroom East KEYNOTE ADDRESS, PROF ECKHARD KLIEME Chair: Ruth Mampane, University of Pretoria, South Africa, [email protected]

1. Teaching Quality - Theoretical foundations, effectiveness studies, and cross-national comparison Prof Eckhard Klieme, German Institute for International Educational Research (DIPF) [email protected]

Page 38 Page 39 session 2.2 | 11:20 - 12:50 session 2.2 | 11:20 - 12:50

11:20 - 12:50 Venue: Vasco da Gama 11:20 - 12:50 Venue: Marco Polo Developing High Level Comprehension and Critical Thinking Skills as a Strategy for Addressing Global Worldwide Views on Teacher Roles, Values and Satisfaction Literacy Challenges Chair: Nhlanhla Mpofu, Sol Plaatje, University, South Africa, [email protected] Organizer: Gloria Ladson-Billings, University of Wisconsin-Madison, United States of America, [email protected] 1. Teacher Roles in Personalized Learning Environments: New Zealand and the United States Co-Chairs: Liesel Ebersöhn, University of Pretoria, South Africa, [email protected]; Gloria Ladson-Billings, Penny Bishop, University of Vermont, United States of America, [email protected]; Katy Farber, University of University of Wisconsin-Madison, United States of America, [email protected] Vermont, United States of America, [email protected]; Life LeGeros, University of Vermont, United States of America, [email protected] 1. The development of critical thinking skills in challenging education contexts Margaret Funke Omidire, University of Pretoria, [email protected] 2. Teachers´ implicit theories, their use of certain methods in lessons and their job satisfaction. A comparison between a western country (Germany) and an eastern country (Japan) 2. Assessing the role of peer learner-leaders in the facilitation of classroom discussions in a rural high school Horst Maximilian Zeinz, University of Münster, Germany, [email protected]; Masashi Urabe, Hiroshima City Sipikelelo Mugari, University of Pretoria, [email protected] University, Japan, [email protected] 3. Development of critical-analytic thinking through teacher discourse moves and pedagogical principles in 3. Comparative International Study on Reasons for Choosing and Staying in Teaching in Poland, Jamaica, and rural school Turkey Sheila Sefhedi, University of Pretoria, [email protected] Joanna Madalińska-Michalak, University of Warsaw, Poland, [email protected]; Cynthia Onyefulu, University of Technology, Jamajca, [email protected]; Bunyamin Bavli, Yildiz Technical University, Turkey, 4. Implementation enablers and constrains of a school-based discourse intervention in a rural school [email protected] Marisa Leask, University of Pretoria, [email protected] 4. Who are the teachers which reach at retirement? A reading of the data of the Annual Social Information Discussant: P. Karen Murphy, The Pennsylvania State University, [email protected] Report Andrea Gouveia, Paraná Federal University (Brazil)/ ANPED, Brazil, [email protected] 11:20 - 12:50 Venue: Sir Francis Drake 5. Barriers to Attracting and Retaining Male Elementary Teachers Global Perspectives on Youth Citizenship in Education Kathy R Fox, University of North Carolina Wilmington, United States of America, [email protected] Chair: Loyiso Currell Jita, University of the Free State, South Africa, [email protected] 1. An International Youth Position Paper on Global Citizenship and a Policy Encounter with UNESCO Lynette 11:20 - 12:50 Venue: Bartholomew Diaz Shultz, University of Alberta, Canada, [email protected]; Carrie Karsgaard, University of Alberta, Canada, Teacher Agency, Teachers and Teacher Education: Bringing South African Education Research Into Dialogue [email protected];, Thashika Pillay, University of Alberta, Canada, [email protected]; Karen Pashby, University of with Global Debates Alberta, Canada, [email protected] Organizer and Chair: Lorna Balie, Cape Peninsula University of Technology, South Africa, [email protected] 2. Children’s Rights in School and their Recognition: a Comparative Study Ilse Schrittesser, University of Vienna, Austria, [email protected]; Natascha Mitrovits, University of Vienna, 1. Teachers as agents of social cohesion in a violent society Austria, [email protected] Lorna Balie, Cape Peninsula University of Technology, South Africa, [email protected]; Joyce Raanhuis, Cape Peninsula University of Technology, South Africa, [email protected]; Yunus Omar, UCT, South Africa, yunus@ 3. What Works in Youth Participation? - an overview of key findings from FutureY outh Schools Forums project cybersmart.co.za Anna Barbara Jarkiewicz, Univeristy of Lodz, Poland, [email protected] 2. The relationship between knowledge and agency in the process of learning to teach in schools. 4. Developing a Sense of Belonging as a Haitian youth in Miami through building a bicultural identity within Zahraa McDonald, Cape Peninsula University of Technology, South Africa, [email protected]; Marcina street gangs Singh, Cape Peninsula University of Technology, South Africa, [email protected] Christine Keaney, Pacific Oaks College, United States of America, [email protected] 3. Teacher career governance, agency and possibilities for change 5. Political Engagement and Activism by Young People in Four Countries: Implications for Educators Tarryn De Kock, Cape Peninsula University of Technology, South Africa, [email protected]; Yusuf Sayed, Ben Kirshner, Boulder, United States of America, [email protected]; Jesica University of Sussex, [email protected] Fernández, Santa Clara University, USA, [email protected]; Rashida Govan, Urban League of Louisiana, USA, Discussant: Rada Mogliacci, UCT, South Africa, [email protected] [email protected]; Taphadzwa Tivaringe, University of Colorado Boulder, United States of America, [email protected] 11:20 - 12:50 Venue: Schappen-Edward saturday | 4 august | day 2 day | august 4 | saturday 2 day | august 4 | saturday 11:20 - 12:50 Venue: Victoria International Perspective on Higher Education Access, Support and Progress Students with Disabilities and Assistive Technology Worldwide Chair: Jean Veronica Fourie, University of Johannesburg, South Africa, [email protected] Chair: Stephen Benigno, Texas A & M International, University United States, [email protected] 1. Making shifts to get in: Mentor reflections on preparing students for access to higher education 1. Assistive Technology for Students with Disabilities: An International and Intersectional Approach Jerome Paul Joorst, Stellenbosch University, South Africa, [email protected]; Nokwanda Siyengo, Stellenbosch Saili Kulkarni, California State University Dominguez Hills, United States of America, [email protected]; University, South Africa, [email protected] Jessica Parmar, Redondo Beach Unified School District, United States of America, [email protected] 2. The surprise of the APS 2. The status of Assistive Technology in schooling policies for students with disabilities from the perspective of Georina Westraadt, Two Oceans Graduate Institute, South Africa, [email protected] inclusive education 3. Overcoming the college departure puzzle in Ghanaian higher education Flavia Faissal de Souza, Universidade do Estado do Rio de Janeiro, Brazil, [email protected] Sylvia Kabumle Ocansey, University of Pretoria, South Africa, [email protected]; Maximus Monaheng 3. Creating a Space for Undocumented Deaf-Latinx Immigrants in the United States Sefotho, University of Pretoria, South Africa, [email protected] Carla García-Fernández, California State University Northridge, United States of America, 4. “I Didn’t Want to Be A Statistic”: Understanding Men of Color’s Resistance and Resilience in College [email protected] Derrick R. Brooms, University of Cincinnati, United States of America, [email protected] 4. Reflections on ‘Deaf Epistemology’: Social and Educational Implications 5. The use of Ubuntu Pedagogy to Facilitate Academic Support in a Higher Education Classroom Nomalungelo Timothy G Reagan, University of Maine, United States of America, [email protected] Ngubane, University of KwaZulu-Natal, South Africa, [email protected]; Muzuyabonga Gumede, Mangosuthu University of Technology, [email protected]

Page 40 Page 41 session 2.3 | 13:00 - 14:30 session 2.3 | 13:00 - 14:30

13:00 - 14:30 Venue: Ballroom East 13:00 - 14:30 Venue: Vasco da Gama Critical Appraisal of Research Methods in Education: an Americas Perspective Reimagining a Radical Pedagogy of Resistance: Race, Equity, and the Continued Search for Inclusive Postsecondary Learning Environments around the World Organizers: Pedro Alejandro Flores Crespo, Universidad Autónoma de Querétaro, [email protected]; Felice J. Levine, AERA, [email protected] Organizer and Chair: Frank Tuitt, University of Denver, United States of America, [email protected] Chair: Felice J. Levine, AERA, [email protected] 1. Plantation Pedagogies in Contemporary Higher Education Classrooms: Instruments of the Slave Society 1. What kind of research methods have we used in our research? To what extent were these and Manifestations of Plantation Politics methods potentially accurate to address our research questions? What were the main merits WERA Saran Stewart, University of the West Indies-Mona, [email protected] and limitations of such methods? Americas 2. Ritual, Power and Protest Higher Education Invited Patricia Ames Ramello, Instituto de Estudios Peruanos, Peru, [email protected] Pardis Mahdavi, University of Denver, [email protected] Symposium 2. Concepts, methods and techniques: Lesson drawn from empirical applications 3. Making Black Lives Matter in Postsecondary Classrooms: Reflections on Race, Pedagogy and the Pedro Flores-Crespo, Autonomous University de Queretaro, [email protected] Creation of Racially Inclusive Learning Environments 3. Could the same research questions be addressed by different methodologies? What would be the main Frank Tuitt, University of Denver, [email protected] constraints to apply renovated research methods? Discussant: Frank Tuitt, University of Denver, [email protected] Geovana Mendonca Lunardi, Universidade do Estado de Santa Catarina, Brazil, [email protected] 4. Is there an ideological atmosphere in some Latin American countries that might block methodological 13:00 - 14:30 Venue: Bartholomew Diaz advancement? Could the current funding schemes be supporting a dominant or “hegemonic” way to Comparative Examination of Early Childhood Education in Three Regions of the World: A Focus on research educational? Final summary Equity and Diversity Barbara Schneider, Michigan State University, United States of America, [email protected] Organizer and Chair: Dina C. Castro, University of North Texas, United States of America, [email protected] Discussant: Pedro Flores-Crespo, Autonomous University of Queretaro, [email protected] 1. Literacy as social practice in Early Childhood and Primary Education (5-7 years): Research and intervention design with children at risk of social exclusion in urban contexts 13:00 - 14:30 Venue: Ballroom West Francisco Núñez-Roman, University of Seville, Spain, [email protected]; Dina C. Castro, University of North Texas, Effective Teachers’ Communicative Strategies When Working with Linguistically Diverse Learners United States of America, [email protected] Organizer and Chair: Karen Murphy, Penn State University, US, [email protected] 2. Intercultural bilingual education in Peru: A study with Shipibo communities Dina Carmela Castro, University of North Texas, [email protected]; Nora Cépeda, Pontificia Universidad 1. Primary Teachers’ Use of Communicative Strategies for Linguistically Diverse Learners: A Católica del Perú, [email protected]; Pilar Lamas, Pontificia Universidad Católica del Perú, [email protected] Cross-Cultural Case Study WERA Geraldine Mongillo, William Patterson University of New Jersey, [email protected]; Dorothy International 3. Developmentally Appropriate Practices and the Early Education System in Saudi Arabia Feola, Willam Patterson University of New Jersey, [email protected]; Rochelle Goldberg Kaplan, Research Network Sara Alharbi, University of North Texas, [email protected] William Paterson University, [email protected]; Vered Vaknin-Nusbaum, Western Galilee College, (IRN) Invited Symposium Discussant: Francisco Nuñez-Roman, University of Seville, [email protected]; Dina C. Castro, University of North Texas, [email protected]; Randa Abbas,Western Gallilee College, [email protected]; Ari Neuman, [email protected] College of Western Galilee, [email protected] 2. Teachers’ Communicative Strategies for Non-Native Language Learners in Science Lessons: A Cross-Cultural 13:00 - 14:30 Venue: Sir Francis Drake Case Study Carrie Eunyoung Hong, William Paterson University, [email protected]; Jinsook Won, Seoul National University of Sexual Education and Sexualized Violence through International Lenses Education, [email protected] Chair: Tara O’Nell, University of Hawaii – Manoa, United States, [email protected] 3. Effective Communicative Strategies for Linguistically Diverse Learners: A review of the literature in Israel, 1. Assessing Students’ Perception Towards The Teaching Of Sexuality Education In Senior Secondary South Korea, and the United States Schools In Nigeria

saturday | 4 august | day 2 day | august 4 | saturday Carrie Eunyoung Hong, William Paterson University, [email protected]; Geraldine Mongillo, William Patterson Joy-Telu Hamilton-Ekeke, Niger Delta University, Nigeria, [email protected] 2 day | august 4 | saturday University of New Jersey, [email protected]; Dorothy Feola, Willam Patterson University of New Jersey, feolad@ 2. Knowledge Of Sexually Transmitted Infections And Socio-Demographic Factors Affecting High Risk Sex wpunj.edu; Wayne, New Jersey, Vered Vaknin-Nusbaum, Western Galilee College, [email protected]; Randa Among Unmarried Youths In Nigeria Abbas,Western Gallilee College, [email protected] Obasanjo Bolarinwa, Obafemi Awolowo University, Ile-Ife, Nigeria, [email protected] Discussant: Funke Omidire, University of Pretoria, [email protected] 3. Using participatory visual research to address sexual violence with rural and indigenous girls in South Africa and Canada: A transnational perspective Astrid Jane Treffry-Goatley, University of KwaZulu-Natal, South Africa, [email protected]; Lisa Wiebesiek, University of KwaZulu-Natal, South Africa, [email protected]; Relebohile Moletsane, University of KwaZulu-Natal, South Africa, [email protected]; Claudia Mitchell, University of KwaZulu-Natal, South Africa, McGill University, Canada, [email protected]; Naydene de Lange, Nelson Mandela University, South Africa, [email protected]

Page 42 Page 43 session 2.3 | 13:00 - 14:30 session 2.3 | 13:00 - 14:30 13:00 - 14:30 Venue: Marco Polo 13:00 - 14:30 Venue: Robben Island Internationalization of Higher Education International Perspectives on Language and Culture Chair: Barbara C. Roquemore, Georgia College & State University United States, [email protected] Chair: Jerome Ellis Morris, University of Missouri-St. Louis, United States, [email protected] 1. A Critical Review on the internationalization of Higher Education in South Korea 1. Language and Power: Cultural Hegemony in EFL Course Books Minho Yeom, Chonnam National University, Korea, Republic of South Korea, [email protected] Dinçay Köksal, Canakkale Onsekiz Mart University, Turkey, [email protected]; Ömer Gökhan Ulum, Adana Science and Technology University, Turkey, [email protected] 2. Reimagining Higher Education as a Field of Study: An Analysis of 495 Academic Programs, Research Centers, and Institutes across 48 Countries Worldwide 2. When Early Literacy Assessment Differs from Instruction, Thinking, and Culture: An Educator’s Teacher’s Roy Y. Chan, Indiana University Bloomington, USA, [email protected] Quagmire Ramona Jean Perkins, Xavier University, United States of America, [email protected]; Sloane Marie Signal, 3. An Examination of the Implementation of Ireland’s New Higher Education System Performance Xavier University, United States of America; [email protected]; Larkin Page, Xavier University, United States of Framework in the Context of the Common Characteristics of Performance Agreements Internationally America, [email protected]; Zwila Martinez, Social Bridges, Inc., [email protected] Seamus O Shea, Institute of Technology Tralee, Ireland, [email protected]; Joe O Hara, Dublin City University, Ireland, [email protected] 3. Critical Pedagogy in the Foreign Language Classroom: Striving for Social Justice Timothy G Reagan, University of Maine, United States of America, [email protected]; Terry A Osborn, 4. Global Engagement in Higher Education University of South Florida, Sarasota-Manatee, United States of America, [email protected]; Ming Tso Janaína Mourão Felippe, UniBH, Brazil, [email protected] Chien, University of Maine, United States of America, [email protected] 5. Digital Methods as a Decolonial Approach to Internationalization Policy Analysis 4. Linguistic relativity and ideas in science: The case of Chinese students’ pre-instructional ideas about Lynette Shultz, University of Alberta, Canada, [email protected]; Melody Viczko, University of Alberta, Canada, the earth [email protected]; Carrie Karsgaard, University of Alberta, Canada, [email protected]; Shannon McKechnie, Xiaowei Tang, Research Center of Basic Education, Southwest University, People’s Republic of China, xiaowei. University of Alberta, Canada, [email protected] [email protected]; Liu Yang (Research Center of Basic Education, Southwest University, People’s Republic of China, [email protected] 13:00 - 14:30 Venue: Schappen-Edward 5. The effect of teachers’ expectation on ethno-linguistic minority students’ academic enjoyment in Multicultural Pedagogies Across the Globe Australia, Singapore, and the United States Chair: Ronel De Villiers, University of Pretoria, South Africa, [email protected] Hara Ku, Hanyang University, Korea, Republic of South Korea, [email protected]; Yun-Kyung Cha, Hanyang 1. As the time goes by, the thought of place is deepened: Identities in transition and a call for inquiry about University, Korea, Republic of South Korea, [email protected] multicultural place-based pedagogy Vy V Dao, Michigan State University, United States of America, [email protected]; Yue Bian, Michigan State 13:00 - 14:30 Venue: Victoria University, United States of America, [email protected] International Positions on Science, Technology, Engineering and Mathematics (STEM) Learning 2. Teaching strategies by gender, grade level and self-efficacy in Mexico Chair: Barbara Rácz, Indipendent Researcher, China, [email protected] Pedro Sanchez-Escobedo, Universidad Aitonoma de Yucatan, Mexico, [email protected]; Jesus Pinto- 1. Applying Social-Cognitive Career Theory to Understand the STEM Career Development of Students in Sosa, Universidad Aitonoma de Yucatan, Mexico, [email protected] Taiwan 3. Understanding students’ discomfort as a pedagogical means to teach multicultural education in the U.S. Wei-Cheng Joseph Mau, Wichita State University, United States of America, [email protected]; Yun- Vy V Dao, Michigan State University, United States of America, [email protected] Hwa Mau, Wichita Public School District, United States of America, [email protected]; Shr-Jya Chen, Tunghai University, Taiwan, [email protected]; Chi-Chau Lin, Tunghai University, Taiwan, [email protected]; Kai-Mei Chen, 4. Cinema in school: a proposal of visual experimentation, culture and education Chun-Shan Medical University, [email protected] Ana Carolina Domingues, Federal University of Sao Carlos, Brazil, [email protected]; Alan Victor Pimenta de Almeida Pales Costa, Federal University of Sao Carlos, Brazil, [email protected] 2. The Plight of Funding STEM Higher Education in a Developing Economy: Issues, Trends and Opportunities 5. Organic writing to decode oppression: A border cross cultural study in the youth classroom Abubakar Sadiq Bappah, Abubakar Tafawa Balewa University, Bauchi, Nigeria, Nigeria, [email protected]; Hilda Sotelo, University of Texas at El Paso, United States of America, [email protected]

saturday | 4 august | day 2 day | august 4 | saturday Bello Garba Kofar-Sauri, Universiti Tun Hussein Onn Malaysia, Johor, Malaysia, [email protected] 2 day | august 4 | saturday 3. Enhancing Student Situational Engagement via a Project Based Learning Chemistry Unit: A Case Study in Finland Sini Janna Inkinen, University of Helsinki, Finland, [email protected]; Ari Myllyviita, Viikki Teacher Training School, [email protected]; Aleksi Markkanen, Viikki Teacher Training School, [email protected]; Jari Lavonen, University of Helsinki, Finland, [email protected] 4. Closing the Mathematical Gender Gap in Higher Education: A comparative case study of the US and Kenya Orpha Kemunto Ongiti, Africa Nazarene University, Kenya, [email protected] 5. Low socio-economic status of students: A forest to hide for dysfunctional education systems caused by uneven opportunities for learning mathematics in early years Nosisi Nellie Feza, Central University of Technology, South Africa, [email protected]

Page 44 Page 45 session 2.3 | 13:00 - 14:30 session 2.3 | 13:00 - 14:30 13:30 - 15:00 Venue: Old Harbour Lobby 13:30 - 15:00 Venue: Old Harbour Lobby Poster Sessions Poster Sessions 1. Indigenizing the Deaf Education Through Demissionization 15. China Study Abroad Programme: Expanding Student Learning Horizon Rezenet Tsegay Moges, California State University, Long Beach, United States of America, rezenet.moges-riedel@ Yali Zou, University of Houston, United States of America, [email protected] csulb.edu 16. The sustainable way of teaching Mathematical content to Afromontane learners through the use of malepa 2. Latinx Deaf Undocumented Students Navigating Postsecondary Education in the U.S. game Jamila Guerrero-Cantor, California State University East Bay, United States of America, [email protected] Tshele John Moloi, University of the Free State, South Africa, [email protected] 3. The Research findings: The Level of Educational Knowledge Transfer in Czech Republic 17. Cultivating Connectedness, Competency and Consciousness through African Diaspora Curriculum Michaela Spurná, Masaryk University, Czech Republic, [email protected] Rhonesha LaChaun Blache, Teachers College, Columbia University/African Diaspora Consortium, United States of America, [email protected] 4. Analysis on the Development of Middle and High School Students’ Ethics of Responsibility in China NA SU, Shanghai Academy of Educational Sciences, People’s Republic of China, [email protected] 18. Preparing individuals to leave the institutional care from the perspective of the directors of the children’s homes 5. Training and Perspectives of Speech-Language Pathologists Serving African American English-Speaking Tomas Cech, Palacký University in Olomouc, Czech Republic, [email protected]; Veronika Stenclova, Palacký Students University in Olomouc, Czech Republic, [email protected] Dionna Louise Latimer-Hearn, Notre Dame of Maryland University, United States of America; REACT Initiative, [email protected] 19. Putting Theory Into Practice: Using Gardner’s Six Entry Points to Teaching for Understanding Helen-Ann Ireland, University of Massachusetts Amherst, United States of America, [email protected] 6. Reversing the School to Prison Pipeline: Previously Incarcerated Youth in Community College Tabitha Paige Conaway, San Francisco State University, United States of America, [email protected] 20. The Documents As Proof Of The History Of Society, Their Contradictions, Conflicts And Movements That Influence Educational Actions 7. The Presence and Prioritization of American School Counseling Domains in Ghana Nadia Bigarella, Universidade Católica Dom Bosco, Brazil, [email protected]; Alessandro Lewandowski, Universidade Richard Ezra Hall, Vanderbilt University, United States of America, [email protected] Católica Dom Bosco, Brazil, [email protected] 8. Cross-Cultural Online Collaborative Learning: Competence, Compassion, and Commitment Yunchai Chen, National Sun Yat Sen University, Taiwan, [email protected], Hsueh-Hua Chuang, National Sun Yat Sen University, Taiwan, [email protected]; Han-Chin Liu, National Chiayi University,Taiwan, 14:40 - 15:40 Venue: Ballroom East [email protected] KEYNOTE ADDRESS, PROF PRUDENCE CARTER 9. Managing situations and emotions of learners’ stress in South African rural schools Chair: Joanna Madalińska-Michalak, University of Warsaw, Poland, [email protected] Martin Duma, University of the Free State, South Africa, [email protected] 1. Education’s Limitations and Its Radical Potential in a Global Society 10. Primary school teacher as a victim of bullying in the workplace Prof Prudence Carter, Dean, Graduate School of Education, Berkeley, [email protected] Tomas Cech, Palacký University in Olomouc, Czech Republic, [email protected]; Simona Dobesova Cakirpaloglu, Palacký University in Olomouc, Czech Republic, [email protected]; Jana Kvintova, Palacký University in Olomouc, Czech Republic, [email protected] 11. Experiences of Faculty and Staff Participating in UndocuAlly Training Ana Maria Barrera, San Francisco State University, United States of America, [email protected] 12. Education in the African Diaspora: A comparative analysis of education in Cuba and the US Lashia Antonia Bowers, Clemson University, United States of America, [email protected] 13. The Significance of “Past Future Literature” for College Education: On Kazuo Ishiguro’s Never Let Me Go and Mitsuharu Inoue’s Saikai Nuclear Plant Akiyo Kaneko, Bunri University of Hospitality, Japan, [email protected] saturday | 4 august | day 2 day | august 4 | saturday 2 day | august 4 | saturday 14. Training in research as a potential predictor of research output: the case of the University of Zambia Madalitso Khulupirika Banja, University of Zambia, Zambia, [email protected]

Page 46 Page 47 session 2.4 | 15:50 - 17:20 session 2.4 | 15:50 - 17:20

15:50 - 17:20 Venue: Ballroom East 15:50 - 17:20 Venue: Bartholomew Diaz AERA Invited Symposium: Innovations in Education What/Who is a Teacher? Organizer and Chair: Barbara Schneider, Michigan State University, USA, [email protected] Organizer and Chair: Kate Reynolds, Bath Spa University, United Kingdom, [email protected] 1. Developing Capacity for Stronger Innovation in Education: Building an International 1. Being a teacher Community of Practice Irma Eloff, University of Pretoria, [email protected] Stephan Vincent Lancrin, Organization for Economic Co-operation and Development, Stephan. 2. Cushioning reality shock: Mainstreaming equity through cultural scaffolding for student teachers in [email protected] WERA Hong Kong Member Celeste Yuen, Education University, Hong Kong, [email protected] 2. Venturing into the Unknown with a Teacher Education Practicum at a South African Association University Invited 3. What is a teacher? An examination of the English situation Elizabeth Henning, University of Johannesburg, [email protected] Symposium Kate Reynolds, Bath Spa University, [email protected] 3. Improving Finnish Teacher Education through a National Teacher Education Forum Discussant: Kate Reynolds, Bath Spa University, [email protected] Jari Lavonen, University of Helsinki, [email protected] 4. Engagement in Science in Chile 15:50 - 17:20 Venue: Sir Francis Drake Beatrice Avalos-Bevan, University of Chile, [email protected] Science, Technology, Engineering and Mathematics (STEM) Learning in Schools Worldwide 5. OECD 2030 Learning Framework Katariina Salmela-Aro, University of Helsinki, [email protected] Chair: Yusuke Sakurai, The University of Tokyo, Japan, [email protected] 1. The evaluation of School-Based STEM Intervention Programme: Possible Benefits of Using Quantitative Discussant: Barbara Schneider, Michigan State University, USA, [email protected] and Qualitative approach Josip Burusic, Ivo Pilar Institute of Social Sciences, Zagreb, Croatia, [email protected]; Toni Babarovic, Ivo 15:50 - 17:20 Venue: Ballroom West Pilar Institute of Social Sciences, Zagreb, Croatia, [email protected]; Mirta Blazev, Ivo Pilar Institute of Reading Literacy and Associated Reading Interventions for High-Risk Children Social Sciences, Zagreb, Croatia, [email protected]; Predrag Pale, University of Zagreb, Faculty of Electrical Engineering and Computing, Zagreb, Croatia, [email protected]; Tomislav Jagust, University of Zagreb, Faculty Organizer and Chair: Surette Van Staden, University of Pretoria, South Africa, [email protected] of Electrical Engineering and Computing, Zagreb, Croatia, [email protected]; Juraj Petrovic, University of 1. Back to basics: Teaching pre-reading skills in multilingual classrooms Zagreb, Faculty of Electrical Engineering and Computing, Zagreb, Croatia, [email protected] Funke Omidire, University of Pretoria, [email protected] WERA 2. Teacher Professional Development (PD) for STEM education - Adaptation for students with intellectual 2. A literacy project in Sri Lanka: moving from memory recall to critical thinking teaching International disabilities (ID) Janet Condy, Cape Peninsula University of Technology, [email protected] Research Network Winnie Wing Mui So, The Education University of Hong Kong, Hong Kong S.A.R. (China), [email protected]; Jia Li, (IRN) Invited Capital Normal University, China, [email protected]; Qianwen He, The Education University of Hong Kong, Hong 3. Implementing Success for All in South Africa: Implications for intervention research Symposium Kong S.A.R. (China), [email protected]; Tian Luo, The Education University of Hong Kong, Hong Kong S.A.R. theory and practice (China), [email protected] Surette Van Staden, University of Pretoria, [email protected] 3. Building a school culture that supports out-of-field teachers: School leaders, STEM and the out-of-field Discussant: Karen Roux, University of Pretoria, [email protected] teaching phenomenon Anna Elizabeth Du Plessis, Learning Sciences Institute Australia, Australia, [email protected] 15:50 - 17:20 Venue: Vasco da Gama 4. The School to Prison Pipeline and the Global Imperative in STEM Reimagining Global Access to Postsecondary Education (GAPS) Perspectives of GAPS Partners Odis Johnson Jr., Washington University in St. Louis, United States of America, [email protected] Organizer and Chair: Catherine Mary Millett, Educational Testing Service, United States of America and GAPS, [email protected] 15:50 - 17:20 Venue: Marco Polo saturday | 4 august | day 2 day | august 4 | saturday 2 day | august 4 | saturday 1. Post-Secondary Education for a Sustainable Future An International View on Decolonization Naziema Jappie, University of Cape Town, South Africa, [email protected] Chair: Maximus Monaheng Sefotho, University of Pretoria, South Africa, [email protected] 2. Towards a More Critical and Inclusive Pedagogy: Diversity and Equity Considerations for 1. Decolonizing Pedagogies - Teaching and Learning in and for context Postsecondary Classrooms around the Globe Haroon Mahomed, Western Cape Education Department, South Africa, [email protected] Saran Stewart, University of the West Indies, Jamaica, [email protected]; Frank Tuitt, University of Denver, USA, [email protected] 2. Educational Policy at the light of Post-Colonial theories Jesus Maria Sousa, University of Madeira, Portugal, [email protected] 3. Transfuse: Making the Case for Embedding Global Learning in Tertiary Education Catherine Mary Millett, Educational Testing Service, USA and GAPS, [email protected]; Susana 3. Indigenising the curriculum through classroom integration of play and learning using ukudlala izindlu Menéndez, The Hague University of Applied Sciences, Netherlands, [email protected]; Wâtte Nosipho Bele, University of Kwa Zulu - Natal, South Africa, [email protected] Zijlstra, The Hague University of Applied Sciences, Netherlands, [email protected]; Catherine 4. Enabling rural families to help young children make smooth transitioning to school Millett, Educational Testing Service, USA and GAPS, [email protected] Leetoane Eunice Sibeko, University of the Free State, South Africa, [email protected] Discussant: Mary Tupan-Wenno, ECHO Center for Diversity Policy/GAPS, Netherlands, [email protected]

Page 48 Page 49 session 2.4 | 15:50 - 17:20 session 2.5 | 17:30 - 19:00

15:50 - 17:20 Venue: Schappen-Edward 17:30 - 19:00 Venue: Victoria Global Perspective on Sexual Abuse GERA-Germany Invited Symposium: Designing and Creating Societal Innovation Chair: Juanita Ann, Morris, Teachers College, Columbia University, United States, [email protected] Organizer and Chair: Susanne Maria Weber, Phillips University of Marburg, Germany, Susanne.maria.weber@staff. 1. Child Sexual Abuse in India: Issues and Concerns uni-marburg.de Bijaya Kumar Malik, NCERT, India, [email protected] 1. Quo Vadis Organizational Education? (A Bar camp format: an innovative 2. Counseling sexually abused children: lessons from Ghana and Zambia participatory approach)Susanne Maria Weber, Phillips University of Marburg, Susanne. WERA Member Nyuiemedi Agordzo Edoh-Torgah, University Of Education, Winneba, Ghana, [email protected]; Marien [email protected]; Susanne Elsen, University of Bolzano, Susanne.elsen@ Association Matafwali, Zambia Police Headquarters, Lusaka, [email protected]; Felicia Esinam Pufaa, University unibz.it; Aila-Leena Matthies, University of Jyvaskyla, [email protected]; Ingo Stamm, University of Jyvaskyla, [email protected] Invited Of Development Studies, Tamale, Ghana, [email protected] Symposium Discussants: Susanne Elsen, University of Bolzano, [email protected]; Ingo Stamm, University 3. Principals Discuss the Impact of Educator Sexual Misconduct on a Community of Jyvaskyla, [email protected] Elisabeth Morris Krimbill, Texas A&M- San Antonio, United States of America, [email protected]

15:50 - 17:20 Venue: Robben Island 17:30 - 19:00 Venue: Ballroom East Research, Evidence, and Reimagining Teacher Education Worldwide Global Lenses on Diversity in Higher Education Chair: Carolyn Herrington, Florida State University, United States, [email protected] Organizer: Felice J. Levine, AERA, [email protected] Chair: Irma Eloff, University of Pretoria, South Africa, [email protected] 1. Financing Higher Education in Tanzania through Students’ Loans Board Scheme: Narrowing or Widening the Gap of Social inequalities? 1. Building an Evidence-Base for Teacher Education: A Longitudinal Study Samson John Mgaiwa, The University of Hong Kong, Hong Kong S.A.R. (China), [email protected] Ee-Ling Low, Nanyang Technological University, [email protected] 2. Learning from Accomplished Teacher Educators: New Directions for Teacher WERA 2. “Addressing Inequality” – Experiential Learning in the Community Leadership Module at the National Invited University of Singapore Education Internationally Symposium Angie Xue Yun Tan, College of Alice and Peter Tan, National University of Singapore, [email protected]; Lai A Lin Goodwin,The University of Hong Kong, [email protected]; Simone White, Mohash Yong Tan, College of Alice and Peter Tan, National University of Singapore, [email protected] University, [email protected]; Clare Kosnik, University of Toronoto, clare. [email protected]; Jean Murray, University of East London, [email protected]; Clive 3. The Educational Diversity Project Follow-Up (EDP-2): A Ten-Year Follow-Up Study of Law School Beck, University of Toronto, [email protected] Educational Diversity Experiences, Social Attitudes, Career Paths and Personal Experiences Walter Allen, University of California Los Angeles, USA, [email protected]; Chantal Jones, University of California 3. Crafting Teacher Education Policy from Evidence – Promising Approaches Worldwide Los Angeles, USA, [email protected]; Channel McLewis, University of California Los Angeles, USA, cmclewis@ Carolyn Herrington, Florida State University, [email protected] ucla.edu; Daniel Harris, University of California Los Angeles, USA, [email protected]; Gadise Regassa, University of California Los Angeles, USA, [email protected]; Larry McDaniel. Jr., University of California Los Angeles, USA, 17:30 - 19:00 Venue: Bartholomew Diaz [email protected] Decolonization Research from a Worldwide Perspective 4. The ‘Martha Effect’: The compounding female advantage in South African higher education Chair: Elisabeth Morris Krimbill, Texas A&M- San Antonio, United States, [email protected] Nic Spaull, Stellenbosch University, South Africa, [email protected] 1. Multiple methodologies: Using community-based participatory research and decolonizing 5. Culture And Participation In Physical Education And Sport: The Case Of Tertiary Female Students In methodologies in Kenya Masvingo, Zimbabwe Brent Carson Elder, Rowan University, United States of America, [email protected] Jenet Mudekunye, Great Zimbabwe University, Zimbabwe, [email protected] 2. Par/Desi Approaches to Educational Research: De/colonizing Methodologies Privileging Global South Kakali Bhattacharya, Kansas State University, United States of America, [email protected] 3. Woke Positionalities: Three scholars from three different disciplines endeavor reimagine data collection

saturday | 4 august | day 2 day | august 4 | saturday 15:50 - 17:20 Venue: Victoria 2 day | august 4 | saturday in the field Context of Leadership Across the Globe Jenay R Sermon, Florida State University, United States of America, [email protected]; Kristal Moore Clemons, Chair: Lauri Johnson, Boston College, United States, [email protected] Florida State University, United States of America, [email protected]; Kendra L Mitchell, Florida A&M 1. Revisiting the Intangibles of Educational Leadership: Reimagining Domain/Dimension Inclusive University, United States of America, [email protected] Educational Leadership Research 4. Africentric Epistemologies Directing Research on African Issues for Authentic Outcomes. Ibrahim Bin Ahmad Bajunid, Malaysian Association for Education (MAE), Malaysia, [email protected] Therese Mungah Tchombe, Centre for Research in Child and Family Development and Education, Cameroon, 2. The Politics of Diversity in Schools: Exploring Experiences and Challenges of Black School Leaders in the [email protected]; Lambert Wirdze, Centre for Research in Child and Family Development and Greater Toronto Area, Canada Education, Cameroon, [email protected] Ann Elizabeth Lopez, OISE/University of Toronto, Canada, [email protected] 5. The Philosophical Understanding of our Local Knowledge in the Post-Colonial Lesotho: A 3. Transformational Supervision of Instruction Multidisciplinary Illustration of Hybrid Knowledge Stephen Benigno, Texas A & M International University, United States of America, [email protected] Lekholokoe Leshota, National University of Lesotho, Lesotho, [email protected]; Niko Lephoto, National University of Lesotho, Lesotho, [email protected]; Molisana Molisana, National University of Lesotho, 4. Leading sustainable academic improvement: Labelling and accountability as motivational factors Lesotho, [email protected]; Tšepo Mokuku, National University of Lesotho, Lesotho, [email protected] Jan Heystek, North-West University, South Africa, [email protected] 5. Balancing between the Heart and the Mind in Educational Leadership Alia Sheety, Cabrini University and Walden University, United States of America, [email protected]; Stefania Forte-Costa, Cabrini University, [email protected]; Fadeel Joubran, Arab College of Education, Oranim Academic College, Israel, [email protected]

Page 50 Page 51 session 2.5 | 17:30 - 19:00 session 2.5 | 17:30 - 19:00

17:30 - 19:00 Venue: Vaso da Gama 17:30 - 19:00 Venue: Schappen-Edward Using International Student Assessments to Understand School, Teacher, and Teaching Related Factors in Instructional Approaches and Achievement Educational Effectiveness Chair: Brittany Harker Martin, University of Calgary, Canada, [email protected] Organizer: Eckhard Klieme, DIPF German Institute for International Educational Research, Frankfurt, Germany, [email protected] 1. Classroom cultures for success: Strategies for developing student perseverance through the lens of Chair: Hermann-Josef Abs, University of Duisburg-Essen, Germany, [email protected] mathematics education 1. Understanding mathematics achievement amongst learners in South Africa Eric Mayes, Johns Hopkins University/School of Education, United States of America, [email protected]; Christina Lolita Winnaar, South African Human Sciences Research Council, [email protected] Bifulco, Johns Hopkins University/School of Education, United States of America, [email protected] 2. Trends in qualification and participation in professional development of South African math teachers 2. Professionalism, Availability and Usage of Biology Facilities as Correlates to Students Achievement in Public Caroline Long, University of Johannesburg, South Africa, [email protected]; Heike Wendt, University of Oldenburg, Germany, Secondary Schools, Ibadan, Nigeria [email protected]; Daniel Kasper, University of Hamburg, Germany, [email protected] Afolakemi & Olasumbo Oredein, Lead City University, Nigeria, [email protected]; Joy & Anne Osigwe, Lead 3. Moving beyond league table standings: How Measures of Opportunity to Learn (OTL) can inform City University, Nigeria, [email protected] educational quality and policy directives 3. Economics and management sciences teachers’ prospects and possibilities in curriculum practices. Molaodi Surette van Staden, University of Pretoria, South Africa, [email protected]; Celeste Combrinck, University David Tshelane, The University of the Free State, South Africa, [email protected]; Elisabeth M Wepener The of Pretoria, South Africa, [email protected]; Mishack Tshele, University of Pretoria, South Africa, mishak. University of the Free State, South Africa, [email protected] [email protected]; Nelladee Macleod Palane, University of Pretoria, South Africa, [email protected] 4. Using faded worked-examples in two Grade 9 Mathematics classes in South Africa– what works and what 4. Teaching quality in secondary school mathematics: International comparative findings and national doesn’t? validation of student reports in PISA 2012 Ashley Maria Elkington, University of Oxford, South Africa, [email protected] Eckhard Klieme, DIPF German Institute for International Educational Research, Frankfurt, Germany, [email protected]; Susanne Kuger, German Youth Institute, Munich, Germany, [email protected] 5. Enhancing learners spatial skills for sustained graphic communication through multimedia Masabata Agnes Tlali, University of Free State, South Africa, [email protected]; Nixon Teis , University of Free State, Discussant: Hermann-Josef Abs, University of Duisburg-Essen, Germany, [email protected] South Africa, [email protected]; Boitumelo Moreeng, University of Free State, South Africa, [email protected]

17:30 - 19:00 Venue: Marco Polo 17:30 - 19:00 Venue: Robben Island Multilingualism Across the Globe Voices on Social Justice in Education from a Global Stance Chair: Jennifer Lynn Doyle, University of South Carolina, United States, [email protected] Chair: George Wimberly, American Educational Research Association, United States, [email protected] 1. Bilingual Teaching Epistemologies in the New Era of Bilingual Education in the United States 1. Adaptive Strengths and Black Male Persistence: Global Implications for Engineering Graduate Education Magaly Lavadenz, Loyola Marymount University, United States of America, [email protected] Brian A. Burt, Iowa State University, United States of America, [email protected]; Krystal L. Williams, University of 2. Comparative Study of Dual Language Programs in U.S. and China Xiaoling Ying, University of Massachusetts, Alabama, United States of America, [email protected]; William A. Smith, University of Utah, United States of United States of America, [email protected] America, [email protected] 3. Developing co-constructive translanguaging artefacts: implementing translanguaging in primary school 2. Becoming Decidedly Black: Anti-Blackness and the Contemporary Education of Black (Male) Youth in Global Yagmur Celik, University of Hamburg, Germany, [email protected]; Anouk Ticheloven, University of Context Hamburg, Germany, [email protected]; Sara Fürstenau, University of Hamburg, Germany, sara. Chezare A. Warren, Michigan State University, United States of America, [email protected] [email protected] 3. Racial Identity and Sense of Belonging’s Impact on the Academic Motivation of African American High School 4. The Unfulfilled Promises of Learning English: Language Ideologies in a Prison-based English as a Second Students Language Programme Colette Boston, National University, Sanford School of Education, [email protected] Luz A. Murillo , Texas State University, United States of America, [email protected]; Jim Sosnowski, University of Illinois Urbana Champaign, United States of America, [email protected] 4. Lessons Learned from Studying Black American Adolescents’ Experiences with Racial Discrimination in School Aletha Marie Harven, California State University, Stanislaus, United States of America, [email protected] saturday | 4 august | day 2 day | august 4 | saturday 17:30 - 19:00 Venue: Sir Francis Drake 5. Comparative Insights Between African and African-American Adolescents’ Perceptions of Educational 2 day | august 4 | saturday Opportunities and Constraints in Kenya and the United States Transnational Educational Experiences from a Global Perspective Jerome Ellis Morris, University of Missouri-St. Louis, United States of America, [email protected]; Jepkorir Rose Chair: Nuraan Davids, Stellenbosch University, South Africa, [email protected] Chepyator-Thomson, University of Georgia, United States of America, [email protected] 1. Opportunities for Integration of Refugees in Higher Education Roland Happ, Universität Mainz, Germany, [email protected]; Zlatkin-Troitschanskaia Olga, Universität 17:30 - 19:00 Venue: Ballroom West Mainz, Germany, [email protected]; Reinhardt Franziska, Universität Mainz, Germany, f.reinhardt@uni- mainz.de; Deribo Tobias, Universität Mainz, Germany, [email protected]; Nell-Müller Sarah, Universität Mainz, Reconceptualising Education in Sub-Saharan Africa Germany, [email protected] Organizer and Chair: Maximus Sefotho, University of Pretoria, South Africa, [email protected] 2. The Challenges and Dilemmas of Educating Syrian Refugees in Turkey 1. Understanding education systems across West Africa Hasan Aydin, Florida Gulf Coast University, United States of America, [email protected]; Mahmut Gundogdu, The Funke Omidire, University of Pretoria, [email protected] University of California, Riverside, United States of America, [email protected] 2. Analysis of education statistics in Southern Africa 3. Integration and education of transnational children: Perspectives of U.S. and Italian K-12 Educators Ruth Mampane, University of Pretoria, [email protected] Mariella Espinoza-Herold, Northern Arizona University, United States of America, [email protected]; Rina 3. The long walk to reconceptualization of education: A suggested conceptual framework Contini, University of Chieti-Pescara. Italy, [email protected] Ruth Aluko, University of Pretoria, [email protected] 4. Education for a Transnational Democracy: Democratic Inclusion and Exclusion of Citizens & the Role of Education Britta Breser, Karl-Franzens-Universität Graz, KPH Graz, netPOL, [email protected] Discussant: Maximus Sefotho, University of Pretoria, [email protected] 5. Citizenship education for non-citizens? How teachers in the United States and Northern Ireland conceptualize and enact citizenship education for immigrant youth 19:00-21:00 TERA-GACC RECEPTION Venue: Ballroom East Page 52 Terrie Epstein, City University of New York, United States of America, [email protected] Page 53 session 3.1 | 08:30 - 10:00 session 3.1 | 08:30 - 10:00 08:00 - 10:00 Venue: Ballroom East 08:00 - 10:00 Venue: Bartholomew Diaz AMIE Invited Symposium: Undertaking Second Order of Sexual Harassment to Eradicate Gender-Based Violence International Student Experiences in Education Organizer and Chair: Rocio Garcia Carrion, University of Deusto, Spain, [email protected] Organizer and Chair: Lucia Sonja van Putten, University of Pretoria, South Africa, [email protected] 1. Promoting prevention of SOSH in compulsory education to eradicate gender violence from 1. Understanding how a legacy of colonialism shapes school spaces in ways that facilitate the experience early ages WERA Constructing teaching knowledge across continents: experiences of Fulbright Foreign Language Teaching Rocio García Carrion, University of Deusto, [email protected] Member Assistants 2. Implications of SOSH beyond the feminist struggle against gender violence on the Roma Association Nhlanhla Mpofu, Sol Plaatje University, South Africa, [email protected] community Invited Symposium 2. How to Understand Transnational Psychological Well-being of Chinese International Students? Fernando Macías Aranda, University of Barcelona, [email protected] Yue {Juliette} Zhu, University of Pennsylvania, United States of America, [email protected] 3. Language and communication as a means to prevent SOSH in the university community 3. The long-term impacts of short-term international courses on students’ perceptions of their personal growth Tinka Schubert, University Rovira I Virgili, [email protected] Yusuke Sakurai, The University of Tokyo, Japan, [email protected] Discussant: Felice J. Levine, AERA, [email protected] 4. Drawing on Community Cultural Wealth: Educational Experience of International Students at an American Elite Boarding School 08:00 - 10:00 Venue: Ballroom West Diamond Howell, University of Wisconsin-Madison, United States of America, [email protected] Reimaging Leadership and Partnerships in Black and Latinx Communities: Advocating Across the Diaspora 5. Equity and Access: An International Perspective on Student Engagement, Creativity, and Pedagogy Marco A. Nava, Los Angeles Unified School District, United States of America, [email protected]; Imelda L. Nava, Organizer and Chair: Lauri Johnson, Boston College, USA/University of Nottingham, UK, [email protected] University of California Los Angeles (UCLA), [email protected] 1. “Making a Way Out of No Way”: Historical Portraits of Black Women Leaders in the UK Terry Watson, City College, CUNY, [email protected]; Lauri Johnson, Boston College, 08:00 - 10:00 Venue: Sir Francis Drake USA/University of Nottingham, UK, [email protected] WERA International Teacher Education Worldwide 2. Valuing the Racial and Linguistic Motherwork of African American and Latinx Research Network Organizer and Chair: Georina Westraadt, Two Oceans Graduate Institute, South Africa, [email protected] Families in U.S. School Communities (IRN) Invited Symposium Camille M. Wilson, University of Michigan, [email protected]; Lucila D. Ek, University of 1. Video Reflection: Application of 21st Century Skills in Teacher Education Texas at San Antonio, [email protected] Elizabeth Truesdell, Dominican University of California, United States of America, elizabeth.truesdell@dominican. 3. Designing Better: A Case Study of Partnerships, Design-based Research and Cultural Historical Activity edu; Shadi Roshandel, Dominican University of California, United States of America, shadi.roshandel@dominican. Theory for Educational Design edu; Jacquelyn Urbani, Dominican University of California, United States of America, [email protected] Renata Love Jones, Boston College; Meredith Moore, Boston College; Patrick Proctor, Boston College 2. Internationalization of Teacher Education and Educational Research in the Euregio Discussant: Kobus Mentz, North West University, South Africa, [email protected] Barbara Gross, Free University of Bozen-Bolzano, Italy, [email protected] 3. Teacher education across the globe: Centering cultural pluralism and critical literacy 08:00 - 10:00 Venue: Vasco da Gama Amber Jean Marie, Kuztown University of Pennsylvania, United States of America, [email protected],; David Understanding how a Legacy of Colonialism shapes School Spaces in Ways that Facilitate the Green; Howard University; [email protected] Experience of Bullying: Experiences from South Africa, Canada and New Zealand 4. In the wake of internationalization Organizer and Chair: Vanessa Scherman, UNISA, South Africa, [email protected] Rosane Karl Ramos, Pontifical Catholic University of Rio de Janeiro, Brazil, [email protected]

1. Understanding how a legacy of colonialism shapes school spaces in ways that facilitate the experience of bullying: Experiences from New Zealand 08:00 - 10:00 Venue: Marco Polo sunday | 5 august | day 3 day | august 5 | sunday 3 3 day day | | august august 5 5 | | s UN day sunday Jackie Sanders, Massey University, [email protected] Female Voices on Social Justice from a Global Stance 2. Understanding how a legacy of colonialism shapes school spaces in ways that facilitate the experience Chair: Doria Daniels, Stellenbosch University, South Africa, [email protected] of bullying: Experiences from Canada Linda Liebenberg, [email protected], [email protected] 1. Accountability for gender equality in education: developing an innovative indicator framework for the SDGs Relebohile Moletsane, University of KwaZulu-Natal, South Africa, [email protected]; Elaine Unterhalter, 3. Understanding how a legacy of colonialism shapes school spaces in ways that facilitate the experience University College London, United Kingdom, [email protected] of bullying: Experiences from South Africa Vanessa Scherman, University of South Africa, [email protected] 2. Becoming a Sailor: An Analytic Autoethnographic Account of Navigating Tensions as a ‘Woke’ White Woman Working for Racial Justice Discussant: Linda Liebenberg, Dalhousie University, [email protected] Jennifer Lynn Doyle, University of South Carolina, United States of America, [email protected] 3. Studying Engineering Abroad: A Phenomenological Study of International Women of Color in Engineering Tonisha Lane, University of South Florida, United States of America, [email protected]; Kali Morgan, University of South Florida, United States of America, [email protected]; Ebony Perez, University of South Florida, United States of America, [email protected]; Amanda Torrellas, University of South Florida, United States of America, [email protected] 4. Writing with Girls to Rewrite the World Efrain Brito, Stanford University, United States of America, [email protected] 5. Principles and Practices of Caring Communities: Women’s Participation in the Public Spheres of Education in Contemporary India Comparative Study with Grand Valley State University Educational Foundations Susan Francis Carson, Grand Valley State University College of Education, United States of America, [email protected] Page 54 Page 55 session 3.1 | 8:30 - 10:00 session 3.2 | 11:20 - 12:50

08:00 - 10:00 Venue: Schappen-Edward 11:20 - 12:50 Venue: Old Harbour Lobby Worldwide Lenses on Transnational Educational Discourses Doctoral and Early Career (DEC) Network Event Chair: Monroe France, New York University, United States, [email protected] Chair: Joanna Madalińska-Michalak, University of Warsaw, Poland, [email protected]

1. Educational opportunities and challenges for immigrant students in three Icelandic universities: Languages and teaching methods 11:20 - 12:50 Venue: Ballroom West Hanna Ragnarsdóttire, University of Iceland, Iceland, r [email protected]; Anh-Dao Trane; University of Iceland, Iceland, Starting with Capacity: A Revolutionary Idea in Planning & Monitoring Student Learning in Health, [email protected] Personal & Social Development 2. The Role of School in Examining Interethnic Relations in a Site of Anti-Immigrant Violence Organizers and Co-Chairs: Dan Laitsch, Simon Fraser University, CA, [email protected]; Doug McCall, International Roberto Martinez, Brooklyn College, United States of America, [email protected] School Health Network, CA, [email protected] 3. The arrival of Haitians in the State of Mato Grosso, Brazil: an emerging educational need Carlos Alberto 1. Finding space in the crowded landscape of health, personal and social development Caetano, Universidade Federal de Mato Grosso, Brazil, [email protected]; Lineuza Leite Moreira, Universidade Dan Laitsch, Simon Fraser University, CA, [email protected] WERA International Federal de Mato Grosso, Brazil, [email protected]; Filomena Maria de Arruda Monteiro, Universidade Federal de 2. A Data-based Understanding of the Current Capacities in Education Systems Mato Grosso, Brazil, [email protected] Research Network Doug McCall, International School Health Network, CA, [email protected] (IRN) Invited 4. Challenges of Transnationalization for Studies on Citizenship Education by the International Association for 3. Current & Potential Teacher Education in One Context Symposium the Evaluation of Educational Achievement (IEA) Olawale Akanbi Moronkola, University of Ibadan, [email protected] Hermann J. Abs, Universität Duisburg-Essen, Germany, [email protected] 4. Example of a Working Hypothesis on Minimum Student Learning in a selected Educational Paradigm 5. Comparative teacher experiences, attitudes and strategies in the classrooms with refugee pupils Doug McCall, International School Health Network, CA, [email protected] Seyda Subasi, University of Vienna, Austria, [email protected] Discussant: Luke Duesbery, San Diego State University, [email protected] 08:00 - 10:00 Venue: Robben Island 11:20 - 12:50 Venue: Bartholomew Diaz Cross-National Perspective on Pre-Service Teacher Professional Development Global Education Research Agenda’s on Inclusion Chair: Carole Collins Ayanlaja, Eastern Illinois University, United States, [email protected] Chair: Roy Y. Chan, Indiana University Bloomington, United States, [email protected] 1. Transnational Research To Inform Context Conscious Pre-Service Teacher Assessment Standards Johannes Machiel Dreyer, University of South Africa, South Africa, [email protected]; Anna Elize Du Plessis, 1. Understanding the exclusion/inclusion conundrum in Southern African education Learning Sciences Institute Australia, [email protected] Dipane Joseph Hlalele, University of Kwazulu-Natal, South Africa, [email protected]; Munyaradzi Chidarikire, University of Zimbabwe, [email protected]; Niko Lephoto, National University of Lesotho, lephotoniko@ 2. Sustainable Assessment Of University Student Teachers On Work Integrated Learning yahoom.com; Patrick Mweli, University of Kwazulu-Natal, South Africa, [email protected] Dlamini Moeketsi, University of The Free State, South Africa, [email protected] 2. Intersections between class teaching strategies and individualization in inclusive contexts 3. Preservice science teachers’ process skills in an inquiry-based classroom: a Cultural-Historical Activity Silvia Dell’Anna, Free University of Bozen-Bolzano, Italy, [email protected] Theory (CHAT) perspective 3. Identifying Barriers to Inclusion: Status of Special Needs Education in the Commonwealth Caribbean Nazeem Edwards, Stellenbosch University, South Africa, [email protected] Joan Juliet Spencer-Ernandez, University of the West Indies, Jamaica, [email protected]; Deon Marie Edwards-Kerr, 4. Mathematical Thinking and Preservice Teacher Education in South Africa University of the West Indies, Jamaica, [email protected]; Paula Daley-Morris, University of the West Bruce John Lindsay Brown, Rhodes University, South Africa, [email protected]; Erna Lampen, Stellenbosch Indies, Jamaica, [email protected] University, South Africa, [email protected]; Sharon McAuliffe, Cape Peninsula University of Technology, South 4. Including the Excluded’: Teacher Education and Educator Practices for Inclusive Education of Children Africa, [email protected] Left-Behind by Emigrating Parents in Harare, Zimbabwe

sunday | 5 august | day 3 day | august 5 | sunday Mahlapahlapana Themane, University of Limpopo, South Africa, [email protected] 3 day | august 5 | sunday 10:10 - 11:10 Venue: Ballroom East 5. The state of inclusive education within South African teacher education – a roadmap forward KEYNOTE ADDRESS, PROF EE LING LOW Thomas Salmon, Centre for International Teacher Education, CPUT, South Africa, [email protected]; Sahar Chair: Liesel Ebersöhn, University of Pretoria and World Education Research Association Mohy-Ud-Din, Centre for International Teacher Education, CPUT, South Africa, [email protected]

1. Personalized Teacher Learning and the Role of Education Research: Global Perspectives for the 21st Century Prof Ee Ling Low, Dean of Teacher Education at the National Institute of Education, Nanyang Technological 11:20 - 12:50 Venue: Robben Island University, [email protected] Teacher Identity and Education Worldwide Chair: Jamie Schlais Barnes, Virginia Commonwealth University, United States, [email protected]

1. Men teaching young children: “you can never be too sure what their intentions might be” Shaaista Moosa, University of KwaZulu-Natal, South Africa, [email protected]; Deevia Bhana, University of KwaZulu-Natal, South Africa, [email protected] 2. I shook her hand because I thought she was a man”: An autoethnographic view on boundaries between male educators and lesbian parents Yolandi Woest, University of Pretoria, South Africa, [email protected] 3. Teacher values in institutional acts: Lesson study in Post-Socialist era in Vietnam Atsushi Tsukui, International Development Center of Japan, Japan, [email protected] 4. Teachers as Agents of Change: Focus on Early Years’ Classroom Assessment Don Albert Klinger, University of Waikato, New Zealand, [email protected]; Nicholas Wachira, Aga Khan Page 56 University, Tanzania, [email protected] Page 57 session 3.2 | 11:20 - 12:50 session 3.2 | 11:20 - 12:50

11:20 - 12:50 Venue: Sir Francis Drake 11:20 - 12:50 Venue: Bartholomew Diaz Global Findings on Vocational on Apprenticeship Education Global Education Research Agenda’s on Inclusion Chair: Yali Zou, University of Houston, United States, [email protected] Chair: Roy Y. Chan, Indiana University Bloomington, United States, [email protected]

1. Apprenticeship and works councils in Germany: Does codertermination contribute to the quality of 1. Understanding the exclusion/inclusion conundrum in Southern African education apprenticeship training? Dipane Joseph Hlalele, University of Kwazulu-Natal, South Africa, [email protected]; Munyaradzi Chidarikire, Christiane Eberhardt, Federal Institute for Vocational Education and Training BIBB, Germany, [email protected]; University of Zimbabwe, [email protected]; Niko Lephoto, National University of Lesotho, lephotoniko@ Klaus Berger, Federal Institute for Vocational Education and Training BIBB, Germany, [email protected]; Pfeifer Harald, yahoom.com; Patrick Mweli, University of Kwazulu-Natal, South Africa, [email protected] Federal Institute for Vocational Education and Training BIBB, Germany, [email protected] 2. Intersections between class teaching strategies and individualization in inclusive contexts 2. The Role of Postsecondary Career & Technical Education (CTE) in Improving College and Career Outcomes Silvia Dell’Anna, Free University of Bozen-Bolzano, Italy, [email protected] and Factors Influencing the Completion of those Programs in the US, South Africa, Israel, and Switzerland 3. Identifying Barriers to Inclusion: Status of Special Needs Education in the Commonwealth Caribbean Louis Jacobson, George Washington Institute of Public Policy, United States of America, [email protected] Joan Juliet Spencer-Ernandez, University of the West Indies, Jamaica, [email protected]; Deon Marie Edwards- 3. Youth Participatory Action Research (YPAR) as Pedagogy in Career and Technical Education (CTE) Kerr, University of the West Indies, Jamaica, [email protected]; Paula Daley-Morris, University of the West Rebecca Colina Neri, University of California, Los Angeles, United States of America, [email protected] Indies, Jamaica, [email protected] 4. Coordination of Actors and Governance in the Development of Training Standards, an international 4. Including the Excluded’: Teacher Education and Educator Practices for Inclusive Education of Children Left- comparison Behind by Emigrating Parents in Harare, Zimbabwe Isabelle Le Mouillour, Federal Institute for Vocational Education and Training, Germany, [email protected] Mahlapahlapana Themane, University of Limpopo, South Africa, [email protected] 5. A study of the employability of Upper Basic School (UBS) leavers in The Gambia, Nigeria & Senegal 5. The state of inclusive education within South African teacher education – a roadmap forward Burama L. J. Jammeh, Educational Research Network for West and Central Africa (ERNWACA), Gambia, Thomas Salmon, Centre for International Teacher Education, CPUT, South Africa, [email protected]; Sahar [email protected]; Alpha Dia Educational Research Network for West and Central Africa (ERNWACA), Mohy-Ud-Din, Centre for International Teacher Education, CPUT, South Africa, [email protected] Gambia,a [email protected]; Dayo Odukoya Educational Research Network for West and Central Africa (ERNWACA), Gambia, [email protected]; Yves Benett Educational Research Network for West and Central Africa (ERNWACA), Gambia, [email protected]; Cheikhou Touré Educational Research Network for West and 11:20 - 12:50 Venue: Marco Polo Central Africa (ERNWACA), Gambia, [email protected] Pertinent Issues in Language Worldwide Chair: Heike Wendt, TU Dortmund University, Germany, [email protected] 11:20 - 12:50 Venue: Schappen-Edward 1. The Importance of Controlling for Language Skills When Assessing the Correlation Between Young Educational Assessment Worldwide Adults’ Knowledge and Understanding of Personal Finance and Migration Background Chair: Linh Dang, University of Rochester, United States, [email protected] Roland Happ, Universität Mainz, Germany, [email protected]; Manuel Förster, University of Bamberg, Germany, [email protected] 1. The effect of curriculum and school factors on TIMMS mathematics scores: A cross-national study Buket Eren Janssen, Dumlupınar University, Turkey, [email protected]; Bengü Börkan, Boğaziçi University, 2. PIAAC and the South – Is Southering the new Othering? Global Expansion of dominant Discourses Turkey, [email protected] on Adult Literacy Anke Grotlüschen, Universität Hamburg, Germany, [email protected] 2. Examining student- and school-level factors affecting 4th graders’ science achievement: Two-level multilevel path analyses of TIMSS 2015 in five Asian regions 3. Power, Diversity, and Language-in-education Policies for Ethnic Minorities in Hong Kong Winnie Wing Mui So, Department of Science and Environmental Studies, The Education University of Hong Kong, Fang Gao, The Education University of Hong Kong, Hong Kong S.A.R., China, [email protected] Hong Kong, China, [email protected]; Yu Chen, Department of Science and Environmental Studies, The Education 4. The academic language proficiency of primary school teacher education students at a University of Hong Kong, Hong Kong, China, [email protected]; Kam Ming Lim, Office of Academic Administration South African university

sunday | 5 august | day 3 day | august 5 | sunday and Services, Psychological Studies, National Institute of Education, Singapore, [email protected]; Kong-ju Dean van der Merwe, University of Johannesburg, South Africa, [email protected] 3 day | august 5 | sunday Mun. Research Institution of Curriculum and Instruction, Ewha Womans University, Korea, [email protected]; Young-shin Park, Department of Earth Science Education, College of Education, Chosun University, Korea, [email protected]; Chorng- 5. Preparing school administrators to understand literacy instruction Jee Guo, Graduate Institute of Science Education, National Changhua University of Education, Taiwan, [email protected]. Carol Sue Christy, Georgia College, United States of America, [email protected]; Barbara Roquemore, tw; David Sorrell, Independent Education Consultant, Hong Kong, China, [email protected]; Hisashi Otsuji, Faculty Georgia College, United States of America, [email protected] of Science and Engineering, Toyo University, Japan, [email protected] 3. External Evaluation Of Schools And The Teaching Of Mathematics: A Study Involving Teachers From Primary To Elementary School Marta Isabel Pinto, Minho Uiversity, Portugal, [email protected] 4. Investigating the Mathematics tested in the NSSCO Examination framework in Namibia Elizabeth Ndjendja, Ministry of Education Arts and Culture, Namibia, [email protected]; Bruce Brown, Rhodes University, South Africa, [email protected] 5. Procedures for Diminishing Limitations of DifferentV alidity Arguments Constructed by DifferentV alidators Using the Same Instrument and Same Results Charles Secolsky, Resources in Education for Urban Schools, United States of America, [email protected]; Abdulelah Allqarni, King Abdul-Aziz University Saudi Arabia, [email protected]; Thomas Judd, United States Military Academy, United States of America, [email protected]

Page 58 Page 59 session 3.3 | 13:00 - 14:30 session 3.3 | 13:00 - 14:30 13:00 - 14:30 Venue: Old Harbour Lobby 13:00 - 14:30 Venue: Sir Francis Drake Capacity Development: Making Partnerships with Families Work International Views on Sustainable Learning Environments Course Director: Trina Osher, Huff Osher Consulting, Strengthening Partnerships with Families, [email protected] Chair: Violeta Vainer, FLACSO, Argentina, [email protected] 1. Characteristics of Resilient Schools: View from the Principals’ and Teachers’ Side Sergey Kosaretsky, National Research University Higher School of Economics, Russian Federation, [email protected]; 13:00 - 14:30 Venue: Ballroom West Marina Pinskaya, National Research University Higher School of Economics, Russian Federation, [email protected]; Roman Supporting Whole Child Development in Western Europe and North America: The Present and the Future Zvyagintsev, National Research University Higher School of Economics, Russian Federation, [email protected] Organizer and Chair: Elizabeth Spier, American Institutes for Research, [email protected] 2. Understanding Quality Education Better through School Self-Review Susan L Hillman, Saginaw Valley State University, United States of America, [email protected]; Kavita Anand, 1. Mapping of Whole Child Education Supports in Western Europe and North America Adhyayan Quality Education Services Pvt Ltd, India, [email protected]; Amisha Modi, Adhyayan Quality Elizabeth Spier, American Institutes for Research, [email protected]; David Osher, American Institutes for Research, Education Services Pvt Ltd, India, [email protected] [email protected]; Scott Pulizzi; Andrew Wayne, American Institutes for Research, [email protected] 3. Improvement proposal for the educational model of a school in Cancun through the benchmarking strategy 2. Using a Large Data Set to Explore Relationships Between Neighborhood Factors, Conditions for Learning, Andrés Gerardo Echavarría Quintero, Tecnológico de Monterrey, México, [email protected]; Carolina and Behavioral and Academic Outcomes Rojas Aristizábal, Tecnológico de Monterrey, México, [email protected]; Karla Denisse Favela Colin, David Osher, American Institutes for Research, [email protected]; Chenna Cotla; Sange Aurora; Elizabeth Davis Tecnológico de Monterrey, México, [email protected]; Camila Isolina Holguín Ochoa, Tecnológico de Monterrey, México, [email protected]; Carlos Alberto Fonseca Bello, Tecnológico de Monterrey, México, 3. Learning from Neuroscience and Implementation Science to Strengthen Holistic Education [email protected] Elizabeth Spier, American Institutes for Research, [email protected]; Frederik Leenknecht; David Osher, American Institutes for Research, [email protected] 4. Sustainable Learning Environments in the Fourth Industrial Revolution: Education Research Across Contexts Makeresemese Qhosola, University of the Free State, South Africa, [email protected]; Sechaba Mahlomaholo, Discussant: Rocio Garcia Carrion, University of Deusto, Spain, [email protected] Walter Sisulu University, South Africa, [email protected] Discussant: Elizabeth Spier, American Institutes for Research, [email protected] 13:00 - 14:30 Venue: Vasco da Gama Culturally Relevant/Sustaining Pedagogies in International Contexts: 13:00 - 14:30 Venue: Marco Polo The Worldwide “Problem of Blackness” Parental Involvement Across the Globe Organizer and Chair: Gloria Ladson-Billings, University of Wisconsin-Madison, United States of America, [email protected] Chair: Dan Laitsch, Simon Fraser University, Canada, [email protected]

1. Hip Hop as Culturally Sustaining Pedagogy in Cape Town, South Africa 1. Middle school student and parent perceptions of parental involvement: associations with school achievement H. Samy Alim, University of California, Los Angeles, [email protected]; Adam Haupt, University of Cape Town, adam. Valérie Thomas, Vrije Universiteit Brussel, Belgium, [email protected]; Jaël Muls, Vrije Universiteit Brussel, [email protected] Belgium, [email protected]; Koen Lombaerts, Vrije Universiteit Brussel, Belgium, [email protected]; Jeltsen Peeters, Vrije Universiteit Brussel, Belgium, [email protected] 2. Culturally Relevant Pedagogy in the age of education reform Adrienne Dixson, University of Illinois, Urbana-Champaign, [email protected] 2. Voices of mothers with children having intellectual disabilities Zeynep Hande Sart, Boğaziçi University, Turkey, [email protected]; Gökçe Piroğlu-Çakmak, Kartal Ergenekon 3. Reimagining a Restorative Justice Agenda in Education: A Comparative Look İbrahim Şakir Primary School, Turkey, [email protected] Maisha Winn, University of California, Davis, [email protected]; Lawrence Winn, University of California, Davis, 3. Engaging With My Children’s Education Shifted My Worldview: Exploring Transformative Learning Through [email protected] Immigrant Parent Involvement 4. Learning Under Occupation: Engaging Culturally Relevant Pedagogy In Occupied Palestine Doria Daniels, Stellenbosch University, South Africa, [email protected] Marc Lamont Hill, Temple University, [email protected] 4. Perceived effect of single mother parenting on students’ academic performance in selected high schools in Mangaung, Bloemfontein, South Africa 5. From the Bronx to Bahia: Culturally Relevant Pedagogy as a form of Black Consciousness

sunday | 5 august | day 3 day | august 5 | sunday Ruth Olujoke Adesokan, Central University of Technology, Cape Town, South Africa, [email protected]; Alfred 3 day | august 5 | sunday Gloria Ladson-Billings, University of Wisconsin-Madison, [email protected] Henry Makura, Central University of Technology, Cape Town, South Africa, [email protected] Discussant: Jonathan Jansen, Stellenbosch University, [email protected] 5. Parents’ authentic participation in a United States public school to advocate for their Black children’s education success 13:00 - 14:30 Venue: Bartholomew Diaz Carole Collins Ayanlaja, Eastern Illinois University, United States, [email protected]; Alison Taysum, University of Leicester, United Kingdom, [email protected] Canadian, Lesotho and South African perspective on higher education for cognitive justice Organizers and Co-Chairs: Eugene Gabriel Machimana, University of Pretoria, [email protected]; Lynette 13:00 - 14:30 Venue: Robben Island Shultz, University of Alberta, [email protected] International Perspectives on Community Social Integration 1. Global citizenship and cognitive justice have a strong presence in the higher agenda: South African Chair: Florence Christianah Awoniyi, University of Cape Coast, Ghana, [email protected] perspective Eugene Gabriel Machimana, University of Pretoria, [email protected]; Liesel Ebersöhn, University of 1. Standing on the Shoulders of Giants: The Importance of a World-wide Community of Scholars Pretoria, [email protected]; Maximus Monaheng Sefotho, University of Pretoria, [email protected] Angela Pickels Branyon, University of West Georgia, United States of America, [email protected] 2. Disability, resilience and career construction in rural Lesotho 2. Enhancing community development through creative educational processes: “SOU, the School of architecture Maximus Monaheng Sefotho, University of Pretoria, [email protected] for children” (Farm Cultural Park, Favara - Italy) Carla Cardinaletti, Free University of Bolzano, Italy, [email protected] 3. Cognitive Justice and the Geo-Politics of Knowledge: Mapping Fields of Knowledge in Education Syllabi at Canadian Universities Lynette Shultz, University of Alberta, [email protected]; Maren Elfert, University of 3. Research as Resistance: Breaking the Cultural Silence of Oppressed People in Western Education Marva McClean, City of Pembroke Pines Charter Schools, United States of America, [email protected] Alberta, [email protected]; Carrie Karsgaard, University of Alberta, [email protected] 4. Global Citizenship Education in “hard spaces”: ethics, methodologies, and sensitivities 4. Rearticulating solidarity as a “hegemonic form of knowing” Lauren Ila Misiaszek, Faculty of Education, Beijing Normal University, People’s Republic of China, Thashika Pillay, University of Alberta, [email protected] [email protected] Page 60 Page 61 session 3.3 | 13:00 - 14:30 session 3.4 | 14:40 - 16:10 13:00 - 14:30 Venue: Schappen-Edward 14:40 - 16:10 Venue: Vasco da Gama Math, Science and Technology Community Empowerment Worldwide Global Perspective of Youth Violence in School Chair: Tshele John Moloi, University of the Free State-QwaQwa Campus, South Africa, [email protected] Chair: Ramona Jean Perkins, Xavier University, United States, [email protected] 1. An Effective Low Cost Programme to Combat Violence and Anxiety in Children and Youth Around the World: 1. Intergenerational learning and ICT towards empowering young immigrants pupils and older local adults. B.A.S.E BabyWatching Experiences from European community based projects in Gothenburg, Sheffield, Madrid and Berlin Margareth Lafontant, Medgar Evers College, United States of America, [email protected]; Janice Bloomfield- Joanna Leek, University of Lodz, Poland, [email protected] Alves, Medgar Evers College, United States of America, [email protected]; David Orenstein, Medgar Evers College, United States of America, [email protected]; Naimah Baptiste, Medgar Evers College, United States of America, 2. Views From A Community College On The U.S.-Mexico Border: Mexican/Mexican-American Postsecondary [email protected]; James Smith, Medgar Evers College, United States of America, jamsmit2000@gmail. Students´ Perceptions Of K-16 Mathematics Education com; Karen Joseph, Medgar Evers College, United States of America, [email protected] Carlos Ruben Paez Paez, Navajo Technical University, United States of America, [email protected]; Maria de los Angeles Cruz Quiñonez, Universidad Autonoma de Ciudad Juarez, Mexico, [email protected]; Rocio Elena Gallardo 2. “I don’t start a fight, they start my powerful engine”: Exploring how young boys contest, mediate and Aguilar, University of Texas at El Paso, United States of America, [email protected] negotiate violent masculinities at a primary school Diloshini Govender, University of KwaZulu-Natal, South Africa, [email protected], Deevia Bhana, University of 3. Invariance Testing Across Math and Science Students in Rural Place-Based Education KwaZulu-Natal, South Africa, [email protected] Adam Edwin Sokol, University of South Carolina, United States of America, [email protected] 3. Examining the Relationship Among Bullying, School Climate and Adolescent Well-Being in Chile and South 4. Place-based Mathematics Education in the Global North and Global South Africa: A Cross Cultural Comparison Cynthia Nicol, University of British ColumScbia, Canada, [email protected]; Kakoma Luneta, University of Jorge Javier Varela, Universidad del Desarrollo, Chile, [email protected]; Shazly Savahl, University of the Western Cape, Johannesburg, [email protected] South Africa, [email protected]; Fernando Reyes, Universidad del Desarrollo, Chile, [email protected]; Sabirah Adams, University of the Western Cape, South Africa, [email protected] 4. Considering the fluid nature of school based gendered violence: insights from boys and girls at a South session 3.4 | 14:40 - 16:10 African primary school Naresa Govender, University of KwaZulu-Natal, South Africa, [email protected]; Deevia Bhana, University 14:40 - 16:10 Venue: Ballroom East of KwaZulu-Natal, South Africa, [email protected] Mapping Public Investment in Educational Research Across the World: Towards New Measures 5. Principals Perceptions of Correlates that Limit Crime Prevention in Middle Schools and There Impact on Levels Organizers and Co-Chairs: Felice J. Levine, AERA, [email protected]; Stéphan Vincent-Lancrin’s , OECD, France, stephan. Disciplinary Infractions [email protected] Emiel Owens, Texas Southern University, United States of America, [email protected] 1. Using and Improving upon global education research indicators Felice J. Levine, AERA, [email protected] 2. Measuring public investment in educational research across the OECD and beyond 14:40 - 16:10 Venue: Bartholomew Diaz Stéphan Vincent-Lancrin’s , OECD, France, [email protected] Systems Governing Education: The Problem of Exclusion in the Efforts to Include 3. Using and improving upon global education research indicators Chair: Yolandi Woest, University of Pretoria, South Africa, [email protected] Felice J. Levine, AERA, [email protected] 1. The access and permanence of the working student in the Rio Grande do Sul/Brazil state public schools Discussant: Carolyn Herrington, Florida State University, [email protected] network: is it a denied right? Naira Lisboa Franzoi, Federal University o Rio Grande do Sul (UFRGS), Brazil, [email protected]; Maria 14:40 - 16:10 Venue: Ballroom West Clara Bueno Fischer, Federal University o Rio Grande do Sul (UFRGS), Brazil, [email protected] Reimagining the Collaborative Research Process: A Diffractive Approach to Qualitative Data Analysis 2. Montessori’s legacy on multiage classroom: a deconstruction of traditional school system in favor of the Organizer and Chair: LaToya Strong, The Graduate Center, CUNY, United States of America, [email protected] “freedom of choice” Elisabetta Tomazzolli, Free University of Bozen Italy, Italy, [email protected]; Giulia Consalvo, 1. Anti-Blackness in Science Teaching & Learning Contexts sunday | 5 august | day 3 day | august 5 | sunday Free University of Bozen Italy, Italy, [email protected] 3 day | august 5 | sunday LaToya Strong, CUNY Graduate Center, [email protected] 3. The Role of Shadow Education in Educational Inequality: Evidence from 28 Cities of Mainland China 2. Politics Matter: Discourses around Teacher Ideology and Identity Jiali LI, The Chinese University of Hong Kong, Hong Kong S.A.R. (China), [email protected] Atasi Das, CUNY Graduate Center, [email protected] 4. From schools to some to schools for everyone: the complexity of compulsory schooling and the need for new 3. The Influence of Teacher learner identity on teacher professional identity and practice Susan McCullough, City College – CUNY, [email protected] social professionals in education Ricardo Manuel Vieira, ESECS.IPleiria CICS.NOVA.IPLeiria, Portugal, [email protected]; Ana Maria Vieira, ESECS.IPleiria 4. Narratives of Race in the STEM Classroom CICS.NOVA.IPLeiria, Portugal, [email protected]; Pedro Neves Vieira (ISCTE-IUL), [email protected] Jennifer Adams, University of Calgary, [email protected] Discussant: Jennifer Adams, University of Calgary, [email protected]

Page 62 Page 63 session 3.4 | 14:40 - 16:10 session 3.4 | 14:40 - 16:10

14:40 - 16:10 Venue: Sir Francis Drake 14:40 - 16:10 Venue: Marco Polo Worldwide Reflections on Development: Postgraduate Education Student Voices Teachers as Agents of Social Cohesion from a Worldwide Perspective Chair: Adaiah Keren Lilenstein, University of Stellenbosch, South Africa, [email protected] Chair: Kathy R Fox, University of North Carolina, Wilmington, United States, [email protected]

1. Emerging Researchers In Emerging Universities: Lived Experiences (Understanding Challenges Faced) 1. Theoretical and methodological implications of ethnic-racial diversity on the continuing education of teachers Newlin Marongwe, Walter Sisulu University, South Africa, [email protected]; Jabulani Sibanda, Sol Plaatje Ana Cristina Juvenal da Cruz, Universidade Federal de São Carlos - São Carlos, Brazil, [email protected]; Fabiana Luci University, South Africa, [email protected] de Oliveira, Universidade Federal de São Carlos - São Carlos, Brazil, [email protected]; Petronilha Beatriz Gonçalves 2. Do doctoral students in particular faculties engage in generic skills learning more than others? e Silva, Universidade Federal de São Carlos - São Carlos, Brazil, [email protected]; Tatiane Cosentino Rodrigues, Yusuke Sakurai, The University of Tokyo, Japan, [email protected] Universidade Federal de São Carlos - São Carlos, Brazil, [email protected]; Anete Abramowicz, Universidade Federal de São Carlos - São Carlos, Brazil, [email protected] 3. Experiences of the doctoral journey: A cross-national perspective Liezel Frick, Stellenbosch University, South Africa, [email protected]; Kirsi Pyhältö, University of Helsinki, Finland, kirsi. 2. Teachers as Agents of Social Cohesion: Continuing Professional Development interventions in post-apartheid [email protected] South Africa Joyce Raanhuis, Centre for International Teacher Education, Cape Peninsula University of Technology, joyce. 4. The (in)visible arm of social class of highly educated individuals in stratified societies: The case of Chile [email protected]; Yusuf Sayed, Centre for International Teacher Education, Cape Peninsula University of Technology Roxanne Chiappa, Univerisity of Washington, United States of America, [email protected] & Centre for International Education, University of Sussex, [email protected]; Yunus Omar, School of Education, 5. International doctorate in teacher education: lessons learned and considerations for the future University of Cape Town, [email protected] Irma Eloff, University of Pretoria, South Africa; [email protected]; Christian Kraler, University of Innsbruck, Austria, 3. Belles and Rebelles- Teachers, Social, Media, and the Right [email protected]; Maiko Stuerz, University of Innsbruck, Austria, [email protected] Catherine Tebaldi, University of Massachusetts, Amherst, United States of America, [email protected] 4. Development? : Teaching Education for Sustainable Development (ESD) through critical questioning 14:40 - 16:10 Venue: Schappen-Edward “Development” and “Sustainable Development” Reflecting on the Praxis of Teaching Development Greg William Misiaszek, Beijing Normal University, People’s Republic of China, [email protected] Chair: Susanne Ursula Elsen, Free University of Bolzano, Italy, [email protected] 1. How am I driving? A personal reflection on my teaching practice 16:20 - 17:30 Venue: Ballroom East Pieter Hertzog Du Toit, University of Pretoria, South Africa, [email protected] WERA CLOSING PLENARY 2. Mastering teaching? Exchanging philosophical reflections on teacher education practices Programme Co-Chairs: Nuraan Davids, Stellenbosch University, South Africa, [email protected]; Janet Orchard, , United Felice J. Levine, American Educational Research Association and World Education Research Association Kingdom, [email protected] Ingrid Gogolin, University of Hamburg and World Education Research Association 3. Analysis of teaching practices within the didactic research of humanities and social sciences in primary Reflections from Observer Participants school: contexts, analytical perspectives, reference frameworks, and methodologies The closing plenary is in essence a time for reflection and transition. The Chair will offer some initial reflections, followed Anderson Araujo-Oliveira, Université du Québec à Montréal, Canada, [email protected] by insights from a panel of education scholars who will share their reflections and observations about the most compelling teachable, take-away, or valuable aspects of the Congress. Attendee reflections are encouraged. 4. (Re)imagining Teaching and Learning Through Processes of (Re)membering: An Inquiry from Ghana to the US and Back Again Loyiso Jita University of the Free State, South Africa, [email protected] Cynthia B. Dillard, The University of Georgia, [email protected] Geovana Mendonça Lunardi Mendes Universidade do Minho, Portugal, [email protected] Sergey Kosaretsky National Research University Higher School of Economics, Russian Federation, [email protected]; 5. Senior teacher’s role in supporting novice teacher’s in lesson planning: a case of instructional leadership Dr Lori Diane Hill American Educational Research Association, United States, and WERA Book Series Co-Editor [email protected] Ailwei Solomon Mawela, University of South Africa, South Africa, [email protected] Transition of WERA Presidency Looking Ahead to WERA 2019 Tokyo Focal Meeting

sunday | 5 august | day 3 day | august 5 | sunday Felice J. Levine, WERA Immediate Past President, to WERA President Ingrid Gogolin 3 day | august 5 | sunday 14:40 - 16:10 Venue: Robben Island Ingrid Gogolin, WERA President Manabu Sato and Masako Nakamura, Japanese Educational International Lenses on Resistance to Stereotyping and Racism Research Association Award for Most Innovative Poster Chair: Dlamini Moeketsi, University of the Free State, South Africa, [email protected] Ingrid Gogolin, WERA President, to Confer Award Concluding Remarks and Official Congress Adjournment WERA President Ingrid Gogolin 1. Antiracism in Swedish primary school textbooks in a global perspective Angerd Anna Eilard, Kristianstad University, Sweden, [email protected] 2. Facilitating En/counters with Legacies of White Supremacy and Ableism through Professional Learning to Eliminate Educational Segregation Kathleen Thorius, Indiana University School of Education IUPUI, United States of America, [email protected] 3. Reconceptualizing Empowerment: Evacuating from the Politics of Black Resilience Neoliberalism Kevin Clay, Rutgers University, United States of America, [email protected] 4. Disrupting Pigmentocracies: A Global Educational Imperative Jabari Mahiri, University of California Berkeley, United States of America, [email protected]

Page 64 Page 65 IMPORTANT INFORMATION WIFI CONNECTION POSTER PRESENTATION presentation materials on a USB flash drive and bring it with Please see below for Conference Delegates (who are not staying in-house) attending conferences and meetings, All poster sessions take place in the Old Harbour Lobby. You you to the venue. All presentation venues are equipped with connecting to the WiFi, via the ‘Guest@Westin’ SSID. can already setup your poster for display from 08h00 on the a projector, as well as a computer. Each session is 90 minutes day that your session is scheduled to take place. Please ensure long, 10 minutes will be allocated to the Chair at the beginning All in-house guests to please use room numbers and surnames on the “GUEST” login. that your posters are set up in the foyer area no later than 15 of the session and 10 minutes will be allocated to questions at minutes prior to your allocated session. Please inquire at the the end of the session. The remainder of the time (70 minutes) registration desk if you have any queries. will be distributed evenly among presenters. The time schedule will be managed by the Chair of a session. SYMPOSIUM PRESENTATION GUIDELINES You should provide any printed copies of your paper and/or It is recommended that presenters make use of a PowerPoint PowerPoint handouts by yourself. presentation in order to present their paper. Please save your The Session Programme Overview is available on the conference presentation materials on a USB flash drive and bring it with website. you to the venue. All presentation venues are equipped with a projector, as well as a computer. Each symposium session is 90 minutes long, 10 minutes will be allocated to the Chair at the ONLINE SEARCHABLE CONFERENCE beginning of the session to introduce each paper. 10 Minutes PROGRAMME will be allocated to the Discussant at the end pf the sessions The online searchable programme for the 2018 WERA World Select relevant conference in drop down menu as per details and 10 minutes to questions at the questions at the end of Congress can be browsed by day and time on Conftool and has Connect to ‘Guest@Westin’ Click on ‘CONFERENCE’ the session. The remainder of the time (60 minutes) will be a universal search function to search by presenter/participant’s below (not shown in picture) distributed evenly among presenters. You should provide any name or affiliation, session title/topic, and paper title/topic. printed copies of your paper and/or PowerPoint handouts by Select the session that is of interest to you and place it in your yourself. personal schedule. Details are as follows: ID in dropdown menu: PLEASE ENSURE YOUR MOBILE IS ON SILENT SSID: WERA Congress Paper Presentation Guidelines DURING CONFERENCE SESSIONS! It is recommended that presenters make use of a PowerPoint Password: wera2018 presentation in order to present their paper. Please save your the westin, cape town Convention Square, 1 Lower Long Street, Cape Town, South Africa, 8001 T 27 (0)21.412.9999 | F +27 (0)21.412.9003 | westincapetown.com The hotel offers unlimited complimentary shuttle transfers to the V&A Waterfront. The Westin Cape Town has a direct link into the CTICC (Cape Town International Convention Centre). Situated on the 19th floor of the hotel is the Heavenly Spa by Westin, providing guests an opportunity to rejuvenate body and mind while enjoying a spectacular birds-eye view over Cape Town and Table Bay. The WestinWORKOUT® fitness center is open 24 hours and features cardiovascular equipment and weight machines. The ON19 Restaurant, also situated on the 19th floor, offers unsurpassed views of Cape Town including Table Mountain, the Atlantic Ocean, and the Victoria & Alfred Waterfront. Fresh, contemporary, and memorable dishes are served with discrete, yet attentive service. With subtle and stylish décor in extraordinary surroundings, the combination is an atmosphere of relaxed sophistication and intimacy. Their award- winning wine list, with an extensive selection of South Africa’s very best wines, completes the experience. Thirty7 is their striking show kitchen offering fine brasserie-style fare. Meals are made using only the freshest local ingredients and beautifully presented in an informal, relaxed atmosphere. Raleigh’s is a sophisticated cigar lounge offering an extensive range of local imported whiskies, cognacs and cigars. Louis B’s is the perfect place to relax and enjoy an array of local and international cocktails in a warm, friendly, and chic casual lounge setting.

Page 66 Page 67 2018 WERA World Congress: Cape Town 3 August – 5 August 2018 The Westin Grand, Cape Town, South Africa

Layout of the

THE ANCHOR ROOM (B3) COMPLETE FLOOR PLAN Conference 12.5 m Venue Screen 7.6m Storage

plasma